Neste artigo discutimos o ensino de língua inglesa a partir da análise das representações familiares em três livros didáticos de inglês como língua adicional. Nesse sentido, analisamos quais tipos de famílias são retratadas no livro didático e se essas representações compreendem as diferentes organizações familiares da sociedade atual. Para embasar nossa pesquisa, nosso aporte teórico contou com as contribuições de autores como Anjos (2019; 2020), Candau (2011), Freire (2004), hooks (2013), Siqueira (2012; 2015), Pennycook (1994; 2001), Rios; Nuñez; Fernandes (2016), et alia. A partir de uma pesquisa bibliográfica de abordagem qualitativa, concluímos que a representação de família trazida pelos livros didáticos direcionam os alunos, desde cedo, para o reconhecimento de apenas alguns modelos familiares, estabelecendo estereótipos e preconceitos que tendem a ser reforçados vida afora. Os LD analisados privilegiam um modelo tradicional de família, com pessoas de cor branca e heterossexuais, que não se adequam à diversidade de arranjos familiares possíveis nos dias atuais. É preciso naturalizar nos LD todas as formas de representação familiar de maneira que todos os alunos se reconheçam nelas e aprendam a respeitar aquelas que não correspondem a sua experiência pessoal.
Environmental Education is a process that instigates the human being to think of an environmentally friendly way of living, seeking to raise awareness towards environmental conservation. It aims to awaken one's will for nature protection, sensitizing them, aspiring to guarantee that all layers of society are not deprived of their rights and are held responsible for the environment, including who are in vulnerable conditions, such as children and adolescents under Governmental protection. Thus, this article presents a report of actions that were experienced in a University Extension project, which was developed at one of three reception houses in Passo Fundo, Rio Grande do Sul State, Brazil (2016), targeting to promote the environmental sensitiveness of the children and adolescents sheltered at the institution. Several relevant issues were approached, such as the proper form of disposing waste and composting of organic waste, water consumption, and healthy eating. Workshops were carried out, according to the age range of the six participants (3 to 15 years old) and the available resources, with practical and dynamic tasks. This project is expected to inspire alike initiatives, provoking the youth to think about their actions so that they can become capable of making each of their doings transformative ones, regardless of their life situation and eventually reaching what is expected of all individual: respect for the environment in which they live.
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