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Abstract

This article is an analysis, based on school textbooks, of the norms governing literacy practices in elementary education. These latter are treated as a kind of ritual: the symbolic behaviour impacting not so much the manner of the mental representation of reality as the corporeal-perceptive organization of experience. The aim of the article is to show that (1) contrary to classic literacy theory, writing is not always a tec because in many situational and institutional contexts writing practices are not instrumental but ritual practices, and (2) writing is not solely a tool of the intellect corresponding to a set manner of conceptualizing the world, language, and the self, but also a kind of social tool for the discipline of the body: the acquiring of a certain corporeal-perceptive disposition.

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Authors and Affiliations

Marta Rakoczy

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