Curriculum and literacy1: meanings in dispute in the search for other possibilities

Tensions between curriculum and literacy have become increasingly evident in recent years.Whether in the field of practices developed at school or in the scope of educational policies, both fields have interconnected and mutually questioned each other. Curriculum policies in recent years have taken literacy as a strategic field for promoting the named "quality of education", producing disputes about what it means to learn how to read and write. At the same time, policies that focus on literacy discuss issues dear to the field of curriculum, such as: what should be taught? What counts as knowledge in the literacy process? Who is the subject that learning how to read and write and who is teacher that teaching how to read and write? In this sense, this article aims to discuss the approximations and tensions made possible by dialogue between two fields. We argue that both literacy and curriculum are involved in the process of struggle for meanings and, in this process, can create the fixation of meanings, but it can also enable fissures and creation of other ways of life.