Comprendere per partecipare: competenze linguistiche, alfabetizzazione e democrazia in educazione

The article explores the fundamental relationship between linguistic competence, literacy, and democratic participation within contemporary knowledge societies. In a context characterized by increasingly complex communicative ecosystems, traditional literacy is no longer sufficient; instead, the paradigm of “multiliteracies” is required to enable citizens to navigate multimodal and digital discourses. Adopting a theoretical-conceptual approach based on a critical review of pedagogical and cognitive literature, the study specifically focuses on inferential skills. These skills are identified as a crucial cognitive bridge connecting literacy, critical thinking, and civic engagement. The analysis highlights how unequal distribution of linguistic capital can lead to democratic exclusion, as citizens lacking deep interpretive abilities remain vulnerable to disinformation and superficial understanding. Drawing on Paulo Freire’s perspective, the paper argues that "reading the world" is inseparable from "reading the word". Ultimately, the contribution proposes a theoretical model where inferential processes—textual, pragmatic, and critical—serve as the essential cognitive infrastructure for informed and active citizenship, emphasizing the school's role in fostering these competencies to ensure social equity and democratic quality.