“MY NAME IS NOT REFUGEE”: A LITERATURA NA SALA DE AULA DE LÍNGUA INGLESA COMO FONTE DE REFLEXÃO PARA A CONSTRUÇÃO DE CIDADÃOS LEITORES E CRÍTICOS

Abstract

To make the educational proposal more meaningful, Paulo Freire (2011) states that teachers should link the ethical and citizen construction of students to the teaching of content. Given this question, this paper aims to show the results of a literary sequence of four classes in a first year high school class of a public school under the Pedagogical Residency Program. Also anchored in the Freirian assumption of a transformative pedagogy, this research seeks to a) evaluate the impact of the reception of the theme “Refugees” by students using the book My name is not refugee (MILNER, 2017); b) identify to what extent the expanded basic sequence (COSSON, 2018) can arouse in students the pleasure and interest in reading; and c) point out how the activities proposed during the classes were important to build in the students a sense of empathy and a sense of citizenship. The results of the analysis of classroom discussions and drawings produced by the students highlight the possibility of students' transformation in terms of reflection on each other, the importance of reading and, after the confrontation of the theme “refugees” in the classroom, individual stories were ascended