"Teacher, I'm sorry, but now I'm going to speak!": Towards a linguistic education that considers multiple discourses

"Professora, me desculpe, mas agora vou falar!"

Abstract

This article reflects on viable pedagogical alternatives for teaching and text production, with a focus on valuing popular knowledge and promoting an interactive and inclusive praxis. Drawing on the contributions of theorists such as Bakhtin (2003) and Foucault (1999), who discuss language as a space of power and resistance, and Magro (2002), who emphasises the importance of considering the social and cultural reality of students, the text proposes the incorporation of cultural movements such as Hip Hop and Funk into the school environment. These movements, by using art and language as forms of expression and resistance, provide a fertile ground for reflection on linguistic diversity and the deconstruction of the traditional teaching model. The analysis suggests that, by recognising and respecting the linguistic variants present in students' daily lives, schools can broaden understanding of different forms of language, fostering creativity and critical thinking. In this way, writing ceases to be seen as an imposed and normative process, transforming into a space for free creation and authentic expression. The paper thus proposes an education that engages with students' social realities and promotes interactive and meaningful pedagogical practices.