Portuguese language teaching: theoretical foundations and pedagogical implications of linguistic analysis

Abstract

This article discusses linguistic analysis as a structuring axis of Portuguese language teaching, highlighting its role in overcoming the traditional grammar-based model, centered on rule memorization and linguistic normalization. Based on authors such as Geraldi (1997), Antunes (2003), Travaglia (2009), and Koch (2011), the paper presents the theoretical foundations that support linguistic analysis as a reflective and contextualized pedagogical practice. It also examines how official documents, PCNs, BNCC, and RECAL, address the topic and the implications for teaching practices. The study emphasizes the teacher’s role as mediator and the student’s role as an active subject in the learning process, as well as the importance of valuing linguistic diversity and combating linguistic prejudice. In addition, it presents didactic proposals and possibilities for articulating teaching, research, and outreach. It concludes that linguistic analysis, understood as a living and critical practice, contributes to the formation of autonomous individuals, conscious readers and text producers capable of critically engaging with the discourses circulating in society.