Letramento crítico e ensino de inglês na escola pública: análise de uma experiência

Abstract

The purpose of this is paper is to look at (or review how) English taught as a foreign language in a Brazilian public school, based in the theory of critical literacy. It aims to analyze an experience during my participation in the project PIBID Letras ingles. The class, that will be analyzed, occurred) September 2015. This paper we discuss how English as a foreign language was implemented in Brazil, since the Empire Age (1822 - 1889), until present day. It will present the commercial and political reasoning why this language was required as part of the basic educational curriculum. The paper will look at the methodology and the proposals suggested by the Brazilian officials. , especially teaching based in the literacy and critical literacy theory. It will discuss critical literacy from the perspective of scholars like Rojo (2009), Coradim (2014), Abednia (2015), as well as the perspective of the official documents, published by the Ministery of Education (MEC), in the context of the public teaching in Brazil. In this work, it will analyze the teaching practice experienced during the participation in the project mentioned. Looking at the theories discussed in this paper about critical literacy and English teaching in high school.