Contribuições da educação crítica pelos novos letramentos para o ensino de língua estrangeira: uma pesquisa-ação

Abstract

This research investigated the practices adopted by a High School English teacher in a large Federal Center for Technological Education, with regard to the use of theories of new literacies, multiliteracies and critical literacy in her pedagogical practice. This study aimed to observe, analyze and implement actions to improve the practice of the teacher researcher, and to identify the opportunities for critical teaching of a foreign language, as well as the difficulties and challenges. Through an action research project, two activities based on the theories of critical literacy, genres and the teaching of foreign languages, and the communicative approach were applied. The qualitative methodology used the case study method, with teacher reflective diaries and questionnaires answered by the students as tools for data generation. The analysis showed that the greatest difficulty found by the teacher was to associate communicative teaching to critical literacy, since the discussions generated by the first activity werent in English, due to students' resistance to the use of the target language. The analysis of the second activity showed a move towards the use of the target language in students interactions, but the results point to the need to investigate other ways to motivate students to interact in English.