PAULO FREIRE AND TEACHING PORTUGUESE IN PERSPECTIVE

The article has as its theme a study on the thought of Paulo Freire and its repercussion on and for language teaching. It is the objective of the research to reflect about how the problematizing/liberating education of Paulo Freire is present in the teaching of Portuguese language guided by assumptions of studies of the socio-interactional-based text. Achieving the purpose described, the article organizes the reflection in two moments. In the first moment, it highlights some of the presuppositions of the pedagogy of Paulo Freire, as presented by the author in his publications, and by other scholars of the educator's thought. In the second moment, it expands the dialogue and promotes an articulation between the thought of Paulo Freire and the thought of scholars of the language and text, which has been serving as an orientation to the teaching of Portuguese in the Brazilian context, especially since 1980. In the close dialogue between the thinking of Paulo Freire and that of the linguists listed, notes the repercussion and impact of Paulo Freire's pedagogy on the teaching of the Portuguese language, which, understanding the language as a form of action, aims to promote practices situated and significant of writing and reading, through reflection, criticism, problematization and questioning by the learners, protagonists of this process.