Nas cissuras da sala de aula: um estudo de caso sobre o letramento crítico no ensino de inglês para crianças da rede pública

• Ano de defesa: 2021
• Autor(a) principal: Jaqueline Silva Miranda
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FALE - FACULDADE DE LETRAS; Programa de Pós-Graduação em Estudos Linguísticos; UFMG
• Palavras-chave em Português: Letramento Crítico; Ensino de Língua Inglesa para crianças; Brechas; Escola pública; Língua inglesa – Estudo e ensino; Aquisição da segunda linguagem; Letramento
• Link de acesso: http://hdl.handle.net/1843/35424

This study analyzed pedagogical practices of English language teaching in a classroom of public education in Belo Horizonte (MG), in order to observe the contemplation of Critical Literacy in the classroom. This research has aimed at reflecting on how Critical Literacy can be contemplated through gaps in English language classes for children in public schools. The qualitative methodology involved a case study as it intended to investigate a specific context, that is, a classroom, and also for adopting different data collection instruments to understand the investigated process through the participant teacher’s, the students’ and the researcher teacher’s points of views. The results of the analysis showed that there was the conciliation of Critical Literacy in these observed classes and that the majority was contemplated “the problem and its complexity principle” and dynamics that adapt to the contexts used. It was also possible to notice that the Critical Literacy stood out, most of the time, in recurring situations of everyday life. In addition, it is important to emphasize that Critical Literacy can be addressed in foreign language classes for children and they are often the ones who bring critical discussions and observations to the classroom environment through the gaps that sometimes arise, enriching the discussions in the classroom. Thus such results pointed out to the need for further research on critical education for children, involving the necessary linguistic aspects for students' learning, respecting and rethinking each school context.