PORTUGUESE LANGUAGE TEACHING:

Abstract

This work aims to realize a theoretical-practical exercise that involves the teaching of Portuguese Language based on the relationship language/identity/decoloniality. In this way, a dialogue is proposed between the studies of the School of Geneva (DOLZ, SCHNEUWLY, 2004) on didactic sequences (DS) and the decolonial studies (DUSSEL, 1994, GROSFOGUEL, 2016, MALDONADO-TORRES, 2007, MIGNOLO, 2006). Starting from this merger, an DS for High School is presented, based on the theme "Prejudice, identity and difference". The proposal, based on the conception of language as a mode of interaction, is potentially productive because it can help the student to develop both intercultural sensitivity and identity and citizen awareness, which can contribute to their empowerment and to building a more inclusive society.

KEYWORDS: didactic sequence; interaction; identity; decoloniality.