Letramento crítico e PIBID letras-inglês na UFPB : um desafio numa proposta de leitura

Abstract

This paper aims to point out difficulties that two PIBID Letras-Inglês scholarship students had during a preparation of a reading activity combined with critical literacy. This activity, designed on the month of May 2015, should be purposed to high school groups, located in João Pessoa, Paraíba. In the theoretical framework it was presented the traditional approach, communicative approach, critical pedagogy and critical literacy, in order to perceive the specificity that critical literacy brings to foreign language teaching. The methodology consists of analysis of class plans, class comments and reflective diaries. It was purposed a categorization of the class plans objectives and methodological procedures to identify characteristics from traditional approach, communicative approach, critical pedagogy and critical literacy. Furthermore, mentions about this activity in their comments and in the reflective diaries were confronted with the class plans analysis. The main results were to perceive that no methodology/teaching philosophy works in isolation, that means, from the difficulties found in the students words we conclude that the methodologies work in association with each other to build an efficient teaching