Letramento crítico e atividade docente: ensino de língua inglesa para pessoas com deficiência visual

Abstract

Every human being is gifted with specific particularities and, as social beings, they are complex and dynamic (MOITA LOPES, 2006, 2009), they deserve respect, considering their differences. When we think about inclusion, we cannot separate it from people's inherent differences, and it is up to teachers and other educational professionals implicated in the learning and teaching process to have the sensibility of knowing their students in a way which they can promote their inclusion in schools (SKLIAR, 2006). In the present dissertation, we have focused on the context of teaching English to visually impaired students and we defend that the critical thinking development (FREIRE, 2020 [1968]) is essential in this world marked by the immediacy that prevails on the daily life. Our days are full of social medias, posts, new messages, information that we share, like and follow, so knowing how to position ourselves in a critical and linguistic way in various spaces is a social demand that schools must fulfill. In this sense, our study aims at investigating how the learning and teaching process of English occurs, based on a self-confrontation interview, in a context of visually impaired students. As methodological instrument, we used a self-confrontation interview (CLOT, 2006, 2010) of an English teacher from a specialized educational institution. Thus, we have interpreted and analyzed our data based on the Sociodiscursive Interactionism theoretical framework (BRONCKART, 1999, 2006, 2008), for it defends the language as an essential part in human development. Based on the analysis of 25 excerpts, the most relevant results indicate to a) the relevance of critical literacy practices in classrooms in order to develop criticality among visually impaired students, because they can transform their realities; b) the uncountable possibilities that emerge from the adversities involved in the visually impaired students' context and, finally, c) the professional development and transformation that compose and characterize the complexity of the teacher's work.