Abstract
In this text, I problematize critical literacy and the narratives of truth(s) through which people define the interactions in certain cultures. As a didactic-methodological resource for literacy instruction, I suggest the principle of truth absence, the principle of truth presence, and the principle of critical transgression. Each of those three principles is developed based on the conceptions of discourse, reason, criticism, praxis, intersectionality, and transgression. Throughout the text, I discuss the categories derived from psychoanalytic studies of real, symbolic, and imaginary, as well as those of categorical truth, discursive statements, and multiculturalities. Based on the strategic, flexible, interactive, and inferential processes of inference and understanding, I propose critical literacy as a counter-hegemonic practice of inclusion of a multiplicity of discourses, which take into account culturally and linguistically diverse contexts, to establish an epistemic and methodological change of the critical analysis of the facts in order to generate a concrete action, a praxis.
Keywords:
Critical literacy; Coloniality; Construction of truth; Multiculturalism; Critical Transgression