Práticas emancipadoras em língua adicional em ambientes educacionais infopobres: multiletramentos em contextos de vulnerabilidade social

Abstract

Considering that the teaching of the English language can provide promising opportunities to practice multiliteracies (COPE, KALANTZIS, 2000) and interactivity (SILVA, 2002) in the perspective proposed by critical applied linguistics (PENNYCOOK, 2001), in this master’s thesis, we propose a problematization (FREIRE, 1982) on the theme of feminism (HOOKS, 2017; ADICHIE, 2015, 2017), in order to mitigate the lack of information on this topic and use additional language classes to promote reflection and social change, at some level, in an environment of social vulnerability. In addition to this theme, we turn to the democratization of the use of technologies and mobile devices in the school environment, characterized as an “infopobre” (with lack of technology) context (SILVA, 2002). This participatory action research (BRANDÃO; STRECK, 2006; KEMMIS; WILKINSON, 2011) has as general objectives to promote digital literacy in an “infopobre” context from critical reading of texts taken from the internet regarding feminism, and, as specific objectives, to verify if the students are familiar with the use of the internet, to practice multiliteracies in English classes, to perceive how much the students know about feminism and to find out if this theme is controversial in the school community. To this end, interactive pages were created, in which the students commented on excerpts of texts provided by the teacher, exposing their opinions freely. The data was produced from records in an online diary (BARBOSA et al., 2018), semi-structured interviews (ROCHA, DAHER, SANT'ANNA, 2004; HITCHCOCK, HUGHES, 1995) and intervention activities (CARDOSO, 2016).