The critical education of English teachers and students: a relationship between writing, argumentation and critical literacy
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Data de Publicação: | 2016 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Entretextos |
Texto Completo: | https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/23954 |
Resumo: | As teachers and researchers, we intend to promote our university’s students’ critical education through language teaching. Seeking this education while trying not to cause damage to the development of linguistic skills, we have decided to conduct an action research (BURNS, 2009) to understand the processes of written argumentation and critical education. Brydon (2010), Duboc (2012) and Jordão (2013) guide our study in terms of critical literacy, whereas we find support mainly in Liberali (2009) and Harmer (2007) to write about argumentation and writing. We have collected data through the teaching assistant’s notes, the texts written by students, lesson plans and journals. The data interpretation revealed that the argumentation development process has become more relevant than a possible agreement that could result from it, better contributing for critical education. Besides, combining teaching and research has resulted in observation that might cause changes in our teaching practices. |
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The critical education of English teachers and students: a relationship between writing, argumentation and critical literacyA formação crítica de alunos e professores de inglês: uma relação entre escrita, argumentação e letramento críticoCritical literacyArgumentationProcess writingLetramento críticoArgumentaçãoProcess writingAs teachers and researchers, we intend to promote our university’s students’ critical education through language teaching. Seeking this education while trying not to cause damage to the development of linguistic skills, we have decided to conduct an action research (BURNS, 2009) to understand the processes of written argumentation and critical education. Brydon (2010), Duboc (2012) and Jordão (2013) guide our study in terms of critical literacy, whereas we find support mainly in Liberali (2009) and Harmer (2007) to write about argumentation and writing. We have collected data through the teaching assistant’s notes, the texts written by students, lesson plans and journals. The data interpretation revealed that the argumentation development process has become more relevant than a possible agreement that could result from it, better contributing for critical education. Besides, combining teaching and research has resulted in observation that might cause changes in our teaching practices.Como professores e pesquisadores, pretendemos promover a formação crítica dos alunos da nossa universidade por meio do ensino de línguas. Ao almejar essa formação, tentando não prejudicar o desenvolvimento das habilidades linguísticas, decidimos conduzir uma pesquisa-ação (BURNS, 2009) para compreender os processos de argumentação escrita e da formação crítica. Brydon (2010), Duboc (2012) e Jordão (2013) norteiam nosso estudo com relação ao letramento crítico, enquanto fundamentamo-nos principalmente em Liberali (2009) e Harmer (2007) para escrever sobre argumentação e escrita. Coletamos os dados por meio de anotações da professora observadora, dos textos escritos pelos alunos e dos planos e diários de aula. A interpretação de dados revelou que o processo de desenvolvimento da argumentação se fez mais relevante que uma possível adesão recorrente dela, contribuindo melhor para a formação crítica. Além disso, combinar docência com pesquisa resultou em reflexões que poderão ocasionar mudanças em nossas práticas docentes.Universidade Estadual de Londrina2016-11-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionResearch-actionPesquisa-açãoapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/2395410.5433/1519-5392.2016v16n2p127Entretextos; v. 16 n. 2 (2016); 127-1522764-08091519-5392reponame:Revista Entretextosinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/23954/20765Copyright (c) 2016 Entretextosinfo:eu-repo/semantics/openAccessCampbell, Raphaela Priscylla BarrosIfa, Sérgio2021-03-29T20:01:57Zoai:ojs.pkp.sfu.ca:article/23954Revistahttps://www.uel.br/revistas/uel/index.php/entretextosPUBhttps://www.uel.br/revistas/uel/index.php/entretextos/oai||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br1519-53922764-0809opendoar:2021-03-29T20:01:57Revista Entretextos - Universidade Estadual de Londrina (UEL)false |
dc.title.none.fl_str_mv |
The critical education of English teachers and students: a relationship between writing, argumentation and critical literacy A formação crítica de alunos e professores de inglês: uma relação entre escrita, argumentação e letramento crítico |
title |
The critical education of English teachers and students: a relationship between writing, argumentation and critical literacy |
spellingShingle |
The critical education of English teachers and students: a relationship between writing, argumentation and critical literacy Campbell, Raphaela Priscylla Barros Critical literacy Argumentation Process writing Letramento crítico Argumentação Process writing |
title_short |
The critical education of English teachers and students: a relationship between writing, argumentation and critical literacy |
title_full |
The critical education of English teachers and students: a relationship between writing, argumentation and critical literacy |
title_fullStr |
The critical education of English teachers and students: a relationship between writing, argumentation and critical literacy |
title_full_unstemmed |
The critical education of English teachers and students: a relationship between writing, argumentation and critical literacy |
title_sort |
The critical education of English teachers and students: a relationship between writing, argumentation and critical literacy |
author |
Campbell, Raphaela Priscylla Barros |
author_facet |
Campbell, Raphaela Priscylla Barros Ifa, Sérgio |
author_role |
author |
author2 |
Ifa, Sérgio |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Campbell, Raphaela Priscylla Barros Ifa, Sérgio |
dc.subject.por.fl_str_mv |
Critical literacy Argumentation Process writing Letramento crítico Argumentação Process writing |
topic |
Critical literacy Argumentation Process writing Letramento crítico Argumentação Process writing |
description |
As teachers and researchers, we intend to promote our university’s students’ critical education through language teaching. Seeking this education while trying not to cause damage to the development of linguistic skills, we have decided to conduct an action research (BURNS, 2009) to understand the processes of written argumentation and critical education. Brydon (2010), Duboc (2012) and Jordão (2013) guide our study in terms of critical literacy, whereas we find support mainly in Liberali (2009) and Harmer (2007) to write about argumentation and writing. We have collected data through the teaching assistant’s notes, the texts written by students, lesson plans and journals. The data interpretation revealed that the argumentation development process has become more relevant than a possible agreement that could result from it, better contributing for critical education. Besides, combining teaching and research has resulted in observation that might cause changes in our teaching practices. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-11-25 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Research-action Pesquisa-ação |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/23954 10.5433/1519-5392.2016v16n2p127 |
url |
https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/23954 |
identifier_str_mv |
10.5433/1519-5392.2016v16n2p127 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/23954/20765 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2016 Entretextos info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2016 Entretextos |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Londrina |
publisher.none.fl_str_mv |
Universidade Estadual de Londrina |
dc.source.none.fl_str_mv |
Entretextos; v. 16 n. 2 (2016); 127-152 2764-0809 1519-5392 reponame:Revista Entretextos instname:Universidade Estadual de Londrina (UEL) instacron:UEL |
instname_str |
Universidade Estadual de Londrina (UEL) |
instacron_str |
UEL |
institution |
UEL |
reponame_str |
Revista Entretextos |
collection |
Revista Entretextos |
repository.name.fl_str_mv |
Revista Entretextos - Universidade Estadual de Londrina (UEL) |
repository.mail.fl_str_mv |
||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br |
_version_ |
1799315388847095808 |