Questões de gênero no livro didático de língua inglesa: uma análise à luz do letramento crítico

Abstract

This research aimed to investigate gender representations in a collection of English textbooks, which were indicated by the National Textbook Program (PNLD) of 2012, and is intended for High School level. Since the traditional concept of literacy as the mere acquisition of the reading and writing technology (SOARES, 1998) is not enough for the context of constant change in which we live today, it is necessary to expand this concept (STREET, 1984) as well as to question traditional teaching practices in order to attempt to develop students visual, multicultural and critical literacies (MONTE MÓR, 2008). The proposal for a teaching practice grounded in critical literacy seeks to enable the students to develop their questioning capacity (MATTOS; VALERIO, 2010), to reflect on issues of power, and not simply learn to reproduce all that is naturalized, that we already know and that we normally accept (LUKE, 2004). Among the many ideological issues that can be addressed in a foreign language class, the issue of gender was chosen here because it presents itself as an important factor of exclusion as well as of economic and political oppression (PENNYCOOK, 1990; 2001) and, therefore, deserves to be addressed and discussed in educational contexts (LOURO, 2003; MOITA LOPES, 2012). Thus, based on the theoretical framework of critical literacy in foreign language teaching and gender studies, we seek to provide an analysis of the activities present in the textbook collection in order to identify, reflect and denaturalize stereotypical representations of gender, especially of female figures. Through a documentary research methodology of qualitative and interpretive nature, the activities of the textbook collection were selected, analyzed and seen as opening important gaps (DUBOC, 2012) to discuss gender issues in the classroom. The analysis of the textbook collection in light of critical literacy and some gender studies revealed important issues that were grouped into three categories: women in the household, gender and professions and social expectations with respect to women (relationships, body and physical appearance). This analysis reflects the concern and the search for the promotion of an education that allows students not only to build knowledge about the materiality of the English language, but also to develop their critical thinking.