O letramento crítico no ensino de língua inglesa: identidades, práticas e percepções na formação do aluno-cidadão

Abstract

The present study investigated opportunities for promoting critical literacy in a public school classroom in Belo Horizonte. This study aimed at analyzing the teaching practices adopted in an ELT environment, by applying three activities based on the theories of critical literacy, so as to observe possible outcomes of such process concerning the formation of autonomous, critical and socially active students. The qualitative methodology involved a case study which counted on insightful information from the participant teacher, her students and myself. The results of the analysis showed that the critical literacy activities represented an initial step towards students critical formation and engagement, besides clearly constituting a motivation strategy regarding ELT classes. On the other hand, the results of the analysis also revealed that the critical activities on their own have failed to accomplish the linguistic goals proposed. Such results have pointed to the need of investigations on the role of the English teacher concerning the promotion of critical literacy, as well as the obstacles faced by this professional in the development of his/her students linguistic abilities.