Linguistic law and the right to development

basis for critical linguistic education

Abstract

In a plurilingual country like Brazil, recognizing, guaranteeing and protecting the teaching and use of spoken languages ​​means promoting justice and social well-being. This article aims to reflect on language teaching, based on theoretical reflections on the challenges and perspectives that may arise, considering the principle of development, for the protection of linguistic rights of social minorities In Brazil In the educational sphere, since that, we understand that these can represent a paradigm shift In the way of doing Language Education. The methodology applied was qualitative and exploratory In nature, through the analysis of documents and bibliographic theories. We conclude that a critical Linguistic Education, strengthened under the support of Linguistic Law and the principle of fraternity, can be considered as a policy of emancipation In favor of social justice.