Janelas para letramento crítico: expandindo horizontes e construindo alicerces para o ensino crítico de Língua Inglesa

Abstract

The Institutional Program Initiation Grant to Teaching (PIBID) aims to insert undergraduate students in public basic schooling. At Federal University of Paraíba (UFPB - Campus I), the subproject Letters-English embodies a Critical Literacy proposal, which has been built gradually since 2014. Aimed at mapping the construction of this proposal for the biennium 2014-2015 in a subgroup of this subproject and on the assumption that the change in the practice of teacher education has caused impacts on the activities developed by the scholarship recipients under the subgroup, a piece of quantitative-qualitative interpretative research was developed. Therefore, we focus on: i) the initial version of the subproject text written in 2013; ii) the theoretical framework that subsidized the actions of the project during the biennium; iii) the scientific research developed between 2014 and 2015 and iv) the reflective reports of eight (08) participants of this subgroup in this period. The results show that the Critical Literacy proposal is explicit in the project goal and planned actions but it is not deepened across the proposal. In 2015, though, Critical Literacy has become explicit within this subgroup turning out to be subject of discussion, reflection and research by the participants. The scholarship recipients’ perception of Critical Literacy approaches the concept of social justice and dialogical engagement. Excerpts from reflective reports analyzed demonstrate expansion of perspective as well as attitude change in relation to the concept of language and teaching. Thus, it is confirmed the hypothesis such a change occurred in the biennium caused significant impacts on the scholarship recipients’ practice within this subgroup.