WRITING COMPETENCE IN THE FRAMEWORK OF UNDERSTANDING LIBERATORY THOUGHT ACCORDING TO FREIRE.

Abstract

Writing is not just the mechanization of words, but an act of consciousness that enables a critical understanding of the world. Writing competence, viewed from this perspective, implies transforming reading into reflective action: writing to think, question, and open spaces of freedom. Writing becomes a practice of questioning pedagogy, where the student's voice dialogues with reality and power structures. For this reason, this essay, based on a qualitative, interpretive, and hermeneutic perspective, aims to analyze how writing competence impacts the framework for understanding liberatory thought according to Freire. As a result, in practice, developing Freirean writing competence requires educational environments that promote critical reading, dialogic writing, and the constant revision of assumptions. Co-authorship, the clarification of objectives, and evaluation that values the ability to translate reflection into emancipatory practices, rather than mere formal correction, are favored. The implementation of writing skills requires educational environments that encourage co-authorship, clarifying objectives, and assessments that value the ability to translate reflection into emancipatory practices. Priority is given to collaborative writing processes, constructive feedback, and a pedagogy of questioning that enables collective action for social justice. Rather than assessing grammatical accuracy alone, the goal is to measure the ability to pose questions, propose reasoned responses, and translate reflection into concrete practices that facilitate liberation and social transformation.