According to Rojo (2009), literacy involves social practices of reading and writing that are historically and culturally situated. Thus, it is understood as a set of practices that enables individuals to effectively participate in society by interpreting and producing texts in various social contexts. Additionally, the Base Nacional Comum Curricular (BNCC) defines multiliteracies as the practices of reading and producing texts that are constructed through different languages or semioses.

During a writing activity in English, the teacher observes that more than half of the students struggle with the correct use of the Past Simple and Present Perfect tenses, especially in distinguishing between the two in isolated sentences — e.g., “They have seen that movie last week” instead of “They saw that movie last week” or “She worked here since 2020” instead of “She has worked here since 2020”. The teacher notices that the students have no difficulty identifying the two tenses in reading comprehension activities. This indicates a passive understanding of the structures, but a lack of practice and confidence in their active use. The students, in late adolescence (16-17 years old), are in Piaget’s formal operations stage, with the ability to abstract, to analyze critically, and to generalize rules, as long as they are presented clearly, so students have opportunities for practical application. Their engagement is significantly higher in activities that connect the content to real-world contexts, such as discussions about personal experiences or global issues. The teacher is then determined to find and implement a strategy to help her students.