Citizens are currently exposed to a large amount of information presented through a variety of media, which requires skills that are not only limited to reproduction and decoding, but must be able to interpret and express themselves through different media and in more than one language (Crystal, 2011). In this sense, concepts related to literacy practices around the world have been transformed into a more humanistic approach in which the production and understanding of written speech is seen as a tool for personal growth, including the use of ICT. With this in mind, a historical history of the concept of literacy in Venezuela is set out, starting with literacy programmes outside the school context in order to start a more in-depth future study framed by the propositions of critical rationalism and delearning (Andrade, 2005 and Popper, 20058), leading to reconstructing the concept and reorienting reading and writing practices in schools. This study was based on a desk review of the documents available from official sources in relation to literacy teaching in Venezuela. The main conclusion was that not only is there not a consensus on the vision and methodology for literacy, but that the rethink is necessary.