Letramento pol?tico por meio de atividades de leitura em l?ngua inglesa no ensino m?dio para a forma??o cr?tico cidad? do estudante

• Ano de defesa: 2024
• Autor(a) principal: Nascimento, Lilian Marcele dos Santos
• Orientador(a): Anecleto, ?rsula Cunha
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Feira de Santana
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Educa??o
• Departamento: DEPARTAMENTO DE EDUCA??O
• País: Brasil
• Palavras-chave em Português: Letramento Pol?tico; Ensino de LI; Atividades de Leitura; G?neros Discursivos Multimodais; English teaching; Reading Activities; Verb-visual discursive genres
• Palavras-chave em Inglês: Political Literacy
• Área do conhecimento CNPq: EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: http://tede2.uefs.br:8080/handle/tede/1673

This work researches the teaching of Political Literacy for the citizenship formation of students through reading practices in the English Language curricular component (LI), in High School. To this end, its general objective is to analyse the contributions of reading practices in LI in expanding the Political Literacy of students in the 1st year of High School, at Col?gio Estadual S?o Jos? (CESJ), in the city of Santa B?rbara (BA). To achieve this objective, we opted, methodologically, for a research with a qualitative approach and an action research method, considering the life contexts of the participants involved in the study. As a research device, the questionnaire was used to obtain information about the participants and the school community in the exploratory phase, and classroom observation during the action planning, implementation, and information analysis stages. Based on studies on the teaching of Political Literacy by Cosson (2011, 2019), a didactic planning was developed using multimodal discursive genres to carry out reading activities in IL classes. The research results pointed to the importance of promoting discussions and reflections, during classes, including LI, on the social participation of students in the community in which they live, in order to encourage them to engage with social dynamics, daily practices, to the sociocultural context, with a view to the citizenship formation of these students.