O letramento crítico no ensino-aprendizagem de língua inglesa em busca de uma práxis libertadora

Abstract

The city of Rio de Janeiro reaffirms the English language as an instrument of communication between nations at a time when major international events are held in the city, the World Cup and the Olympics. In addition, recognizing the historical precariousness in foreign language teaching, and in a pursuit for efficiency, the local government establishes a partnership with a private language institution for the adoption of specific materials in the classroom and training meetings for teachers. In this historical moment of a supposed internationalization of the city, and investments in the teaching of English, as a teacher, I believe it is necessary to (re) think pedagogical practices in the teaching of languages that aim at the criticality and the empowerment of the subjects involved in a discursive and dialogic vision of the language. From the perspective of Freire's critical pedagogy (1967, 1979, 1980, 2005, 2011, 2014a, 2014b e 2014c). considering the dialogical historicity of the subjects involved in the classroom in a Bakhtinian view (2014), I investigate the discourse produced in my teaching-learning English practice in the framework of Critical Literacy in a qualitative research approach of descriptive and interpretative nature using ethnographic instruments. The study involved eighth grade students from public municipal school in the city of Rio de Janeiro, during eight classes based on this critical perspective. According to the data generated from these discourse, I identified greater motivation and engagement of the students in the proposed activities. In the same way, I had the opportunity to perceive different knowledge and experiences brought by the students. However, I identified in overcoming the still present school banking culture that hinders the development of truly citizen practices. As a product of this research, I propose a workbook based on combines theoretical guidelines of Critical Literacy.