2024-11-012024-11-012024-06-10https://repositorio.ifal.edu.br/handle/123456789/756The present article aims to reflect on the teaching of the Portuguese language, based on an understanding of decoloniality, with literacy as a pedagogical action focused on the social practice of reading and writing skills, considering the plurality and variations of the language with which individuals have effective contact in their daily lives. The selected theoretical framework was that of the Modernity/Coloniality Group, which considers the reality of a decolonized and autonomous education, along with studies by Kleiman (2008) on literacy, and by Bagno (2007) on linguistic prejudice and language variations. The methodological approach was conducted through qualitative research, using existing bibliographies on the subject as the analysis corpus. In the conducted research, we perceive pedagogical paths that aim for the emancipation of students through a Portuguese language teaching practice that takes into account the concepts of decoloniality and literacy, converging towards working with the plurality and variations that the language encompasses in its constitution.ptLetras – PortuguêsLíngua portuguesa – Ensino – BrasilDecolonialidadeLetramentoVariações LinguísticasDecolonialityLiteracyTeaching Portuguese LanguageLinguistic VariationsTrabalho de Conclusão de CursoLINGUISTICA, LETRAS E ARTES::LETRAS