Uma proposta de letramento crítico para o ensino de língua inglesa na EJA: em busca de uma educação lingüística transformadora.

Abstract

This work aims at presenting my initial teaching experience in a class of Youth and Adult Education, through the participation in the Institutional Program of Initiation to Teaching Scholarships (PIBID) - English Teacher Education Course subproject at Federal University of Paraíba, reflecting about the pedagogical work developed, which has adopted the prospects of national and local legal frameworks (BRASIL, 2006; PARAÍBA, 2007), the post-method pedagogy (KUMARAVADIVELU, 2001), and the perspective of multiliteracies, emphasizing the development of critical literacy in the classroom and the promotion of the empowerment of students through language, aiming a problem-posing, liberating and transformative process of education. This work is a qualitative and interpretive piece of research, making use of 10 reflective diaries written by 3 teachers in initial education, members of PIBID, and 6 lesson plans. Data analysis allowed us to verify that a pedagogical approach using concepts originated from Popular Education, Paulo Freire's work and Critical Literacy might facilitate the English language teaching/learning process for that specific audience of young and adults, providing a new and positive relationship with the English language.