Justiça social e letramento crítico: reflexões sobre o ensino de inglês como língua adicional no projeto Casas de Cultura no campus da UFAL

• Autor(a) principal: Santos, Benyelton Miguel dos
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal de Alagoas (UFAL)
• Texto Completo: http://www.repositorio.ufal.br/handle/riufal/3225
• topic: Linguística aplicada; Língua inglesa – Ensino e aprendizagem; Justiça social; Letramento crítico; Social Justice; Critical Literacy; English as an Additional Language; Applied Linguistics; English Language - Teaching and learning; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA

This study aimed to comprehend an English as Additional Language, EAL (HAUPT; VIEIRA, 2013; MOREIRA JUNIOR, 2017), learning-teaching experience at the Transgressive English: A Gamified Experience course, part of the Casas de Cultura no Campus Project (CCC) at the Federal University of Alagoas (UFAL). The course was intended to promote EAL teaching, underpinned by the perspective of Critical Literacy and aligned with the objectives of the SJP - Social Justice Pedagogy (ADAMS, 2016; HYTTEN; BETTEZ, 2011). This research is within the field of Applied Linguistics, in its Critical and Transgressive approach (PENNYCOOK, 2006). The study is qualitative and Autoethnographic (ADAMS, JONES; ELLIS, 2015). Assuming a dialogical and social-practice view on language (BAKHTIN,2006),thisresearchhastheoreticalbasisonthe Neoliberal Rationality (HILGERS, 2010; BROWN, 2015; ONG, 2006), globalization(RIZVI; LINDGARD, 2009; GLENN, 2007), (de)coloniality (CASTRO-GÓMEZ, 2005; MIGNOLO, 2005;), Social Justice Education (FREIRE, 2007, 2014; LYNCH; BAKER, 2005; ADAMS, 2016), Critical Literacy (JANKS, 2010; MCLAUGHLIN;DEVOOGD,2004;LANSKHEAR; KNOBEL, 1998; MONTE MÓR, 2013) and Gamification (KAPP, 2011, 2012). The data-collection instruments used for this research were: Class plans, class journals, student's productions, questionnaires and audiorecordsoftheclasses.Inthedatainterpretationsection, I present the way I interpreted the experiences lived throughout the course, reflecting on the critical education related to social justice. The results reveal that the events experienced in the course contributed with students capability to: (1) position themselves critically regarding controversial issues (such as: gender roles, violence, slavery) and to manifest agency, (2) Design new meanings about debated topics and reflect upon their own discourses, (3) Experience a relational space where their emotional reactions were edifying events to the construction of a reflexive and critical posture. This research also caused me to mature as a teacher through reflecting upon the experiences and emotions that I lived during this process.