CRITICAL LITERACY: REFLECTIONS ON DIALOGICITY IN PORTUGUESE LANGUAGE TEACHING

Abstract

The perspective of critical literacy has established itself as an emerging theoretical approach, both nationally and internationally, gaining prominence for its relevance in the educational field. From this perspective, the teaching of Portuguese language seeks to expand the possibilities of interpretation and critical positioning in the classroom, grounded in practices that value the production of meaning and the reader's perceptions when interacting with different language modalities present in social practices. In this context, this article aims to discuss aspects of critical literacy that emerge during the teaching and learning process in Portuguese language classes, highlighting its importance for the development of critical and reflective citizens. The discussions are based on theorists such as Freire (1989, 1996, 2000, 2006), Rojo (2009, 2012), Marcuschi (2003), Soares (2002), Souza (2011), Kumaradivelu (2003), among others, who contribute to the understanding of critical literacy as a tool for social and educational transformation. The article emphasizes the need for pedagogical practices that promote dialogicity, critical reflection, and the reading of the world, aiming to build a more inclusive and emancipatory education.