Práticas pedagógicas no ensino do espanhol: o letramento crítico de jovens alunos do ensino médio intercultural da rede estadual do Rio de Janeiro

Abstract

This research examines how Spanish teachers’ pedagogical practices reflect theoretical frameworks of literacy(ies) and multiliteracies based on Kalantzis; Cope; Pinheiro (2020), with a focus on the ongoing challenges of designing effective methodologies to promote critical literacy in additional language education. By addressing these complexities, the study aims to contribute to both the professional development of teachers—at initial and continuing stages—and the implementation of meaningful practices within the school context. To achieve this, the research adopts a participatory action approach (BRANDÃO; STRECK, 2006; KEMMIS; WILKINSOM, 2011) grounded in a qualitative-interpretative paradigm. The analysis draws on my own teaching experiences as well as the perspectives of colleagues working within the public education system of Rio de Janeiro, particularly at Colégio Estadual Hispano-Brasileiro João Cabral de Melo Neto. Semi-structured interviews, inspired by Daher (1998) and informed by Bortoni-Ricardo’s (2008) theoretical insights, were conducted to examine key aspects of multiliteracies pedagogy and its implications for teaching practices. This study offers a comprehensive exploration of how critical literacy is integrated into Spanish teaching practices, addressing the challenges faced by educators and their impact on teacher education and student learning. The findings show that teachers engage students by incorporating texts from their everyday lives (social contexts) and leveraging technology (multimodality). While these practices are often not explicitly recognized, they align with the core principles of the Pedagogy of Multiliteracies. The theoretical foundation of this research is rooted in key Brazilian educational guidelines, including the PCNEM (Brasil, 2000, 2002), the OCEM (Brasil, 2006), and the LDB (Brasil, 1996). Additionally, it engages critically with established theoretical frameworks: literacy as conceptualized by Cardoso (2019, 2024), Kleiman (1995), and Soares (2004); multiliteracies as proposed by Kalantzis, Cope, and Pinheiro (2020) and Rojo (2009, 2013); and Freire’s emancipatory pedagogy (1979, 1996, 1997)