Questões sociais de raça observadas em aulas de Língua Inglesa no Ensino Médio

• Autor(a) principal: Conceição, Letícia Camilo da
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/23097
• topic: Racismo - Aspectos sociais; Discriminação na educação; Multiletramentos; Racism - Social aspects; Discrimination in education; Multiliteracies; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA

This research aims to understand and critically analyze social issues of race (MUNANGA, 1999, 2000; FERREIRA, 2006), in a public school context, through an English language teaching proposal for high school in the city of Guarulhos, involving excerpts of films and videos that address these issues in an non-explicit manner. Such questions were considered not explicit by the researcher because no comments were verbally made about the social issues of race. It is supported by the discussions of Pedagogy of Multiliteracies (THE NEW LONDON GROUP, 1996; ROJO, 2012). It is specifically aimed to identify the effect of the organization of English language classes, through the Pedagogy of Multiliteracies, in the critical discussion of social race issues. These contributions are relevant to answer the following question: In what ways can English language classes enable or not to critically reflect on social issues of race? Theoretically-Methodologically is anchored in the Critical Collaboration Research (PCCol) (MAGALHÃES, 2009, 2011; MAGALHÃES & FIDALGO, 2019) that focuses on the creation of contexts for the participation and collective transformation of participants. Participants are this researcher, as well as English researcher and teacher, and her thirty students. Data were collected through questionnaires for students and video recording of three classes at the participating school through a tablet. Data were transcribed, selected and analyzed based on the dialogical-enunciative perspective of language (LIBERALI, 2013; NININ, 2013) through the enunciative, discursive and linguistic categories of argumentation. The results reveal that the material produced started a process of awareness about the social issues of race in all participants