Da técnica à crítica: contribuições dos novos letramentos para a formação de professores de língua inglesa

Abstract

The English language in the Brazilian context is usually associated with capitalist globalization, and thought of as the opportunity to reach better job positions and salaries. So, the teaching of this language tends to aim mainly at attending job market ideals. The Curriculum Guidelines Towards the Teaching of Foreign Languages for Learners aged between 14-16-OCEM (2006), however, based on the theoretical principles of the New Literacies, suggest that the teaching of English in formal education be a means for the development of citizenship, social conscience and creativity, and indicate the critique as a tool so that the teaching of foreign languages focuses on social inclusion, meaning making and the education of a critical human subject for a society in continuing transformation. Taking into consideration the transformations happened to present times communication dynamics, as well as the local diversity and the possibility of global interconnection among human subjects at contemporaneity, it is possible to suppose that the teaching of English in formal education at the present historical-social moment needs changing. Following the theoretical principles of Critical Multiliteracies, critique is seen as the questioning of crystallized discourses that exist within the variety of texts that circulate, by means of a reading practice taken as meaning production at the time of text-reader interaction, being text understood here as the variety of semiotic activities accomplished in multiple modalities. The objective of this research is to investigate critique in English teacher education, according to The Critical Multiliteracies Project and its adaptation for the Brazilian context found in The Curriculum Guidelines Towards the Teaching of Foreign Languages for Learners aged between 14-16-OCEM (2006). In its first stage, I researched teachers in effective practice about their perspectives concerning the teaching of English, its objectives and pedagogical proposals. In its second stage-collaboration-I investigated the possibility of inserting a pedagogical work based on the theories of Multiliteracies and on the guidelines of the OCEM, in English Arts Undergraduation course and in a Specialization Course in a private Higher Education Institution in Rio de Janeiro, in such a way that the teacher in pre-service could see an English teaching practice in formal education as an enlargement of conditions for identity construction of a hybrid, multicultural, flexible and critical student, and not only focusing on job market supply. The theoretical studies and the investigation led me to conclude that if the critical education is expected to happen there must constantly be room in classes for discussion, deconstruction, analysis, and assessment of methods and procedures. Thus, there also happens the need that, as a part of his/her planning, the teacher includes practical questions concerning the pedagogy applied, the construction of curriculum, the material chosen, and the multimodal texts shared in class, for these previous ...

Using Brazilian youtubers videos as instructional resources in Portuguese as an Additional Language: problematization and projection for didactic material production

“…de apoio, imagens e vídeo para discutir e problematizar a noção de corpo perfeito, imagem da mulher, visões de Carnaval do Brasil. Apoiamo-nos na "multimodalidade visual" (Monte-Mór, 2006) como fomentadora do desenvolvimento da perspectiva do letramento crítico (Menezes de Souza, 2011).…”

“…Além disso, eles facilitam o trabalho com diferentes dimensões da língua portuguesa e cultura brasileira. Baseando-nos em teorias do letramento crítico no ensino de línguas (Duboc, 2012;Menezes de Souza, 2011;Monte-Mór, 2012;2013), buscamos desenvolver a competência linguístico-comunicativa dos aprendentes em parceria com práticas crítico-reflexivas. A presente contribuição vinculase diretamente ao projeto em andamento para a elaboração de material didático de PLA na contemporaneidade.Palavras-chave: Material didático; Português língua adicional; Vídeos; Letramento crítico.…”

“…Besides, they facilitate the work with different dimensions of the Portuguese language and Brazilian culture. Based on the theories of critical literacy in language teaching (Duboc, 2012;Menezes de Souza, 2011;Monte-Mór, 2012;2013), we aim at developing learner's linguistic-communicative competence by making use of critical-reflexive practices. This contribution is part of an ongoing project to elaborate instructional materials for teaching PAL.…”

“…O presente artigo busca apresentar o planejamento de uma atividade baseada em um vídeo da plataforma Youtube para compor aulas de Português Língua Adicional (PLA) em contexto brasileiro, sob a perspectiva do Letramento Crítico (Duboc, 2012;Menezes de Souza, 2011;Monte-Mór, 2012;2013). Concebemos os vídeos de youtubers como materiais autênticos que oportunizam condições para o desenvolvimento da competência linguísticocomunicativa em contexto de ensino de PLA por meio de recortes de uso real da língua.…”

Teoria dos letramentos críticos aplicada no ensino de língua inglesa para formação integral dos discentes

“…Inspirados pelas sugestões das OCEM-LE, pesquisadores brasileiros dos Letramentos, tais como Silva (2012aSilva ( , 2012bSilva ( , 2014, Tagata (2015), Jordão (2007, ISSN: 1984 2013,2015), Mattos (2014), Ifa (2014), Zacchi (2014), entre outros, advogam, com base em pesquisas realizadas em várias regiões do país, que tais teorias são uma alternativa para o ensino de Língua Inglesa na educação formal. Para Mattos (2014, p. 101), por exemplo, através da introdução das teorias dos Novos Letramentos no Brasil, foram abertas novas possibilidades "para um tipo de educação linguística que não se preocupa apenas com o ensino do sistema linguístico e as habilidades necessárias para compreendê-lo e produzi-lo", enfatizando, com isso, o caráter educacional do ensino da LI.…”