Language and School in Critical Pedagogy

Abstract

This theoretical article suggests some clues for understanding the relationship between language and power in school practice, which in turn reveals the opportunity to leverage, based on this identification, school agents and pedagogical dynamics that are respectful of the subject. The critical pedagogy approach is used, mainly the one developed by Henry Giroux, as theoretical current that analyzes school discourses linked with the logics of power running through society and culture.