A educação crítica em língua inglesa em uma comunidade desfavorecida do Espírito Santo : eu, o outro, e o outro eu

• Autor(a) principal: Fonseca, Camila Oliveira
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/10355
• topic: Justice; Self and other; Local context; English language; Critical education; Eu e outro; Contexto local; Educação crítica; Linguística; Língua inglesa; Justiça social; Glocalização; Educação - Aspectos sociais; Pedagogia crítica; 80

This collaborative action research aims at identifying and analyzing the relationships established in social and pedagogical practices in the context of English language education in a public school of a disadvantaged community in Espírito Santo, as well as intervening in the studied context, focusing on justice in relationships, departing from the action and interaction between the subjects involved in the educational process, in a democratic and emancipatory way. The research understands as disadvantaged the community which is subalternized by the hierarchy of power relations, and for this reason finds few opportunities of access to economic, social, cultural and symbolic capital (BOURDIEU, 1987). Considering the identities, subjectivities, alterities, cultures, the tension between local and global and between self and other, this research problematizes the education in English language by means of guiding questions, to wit: What do these students think of the English language in terms of access, possibilities and learning? Do the classes take into account the students’ context and their reality? What are the expectations of students involved in the English language education process? Do they envisage actively participating in the transformation of power relations or do they only wish to reproduce the dominant model? Based on the analysis of the collected data, the present research proposes a reflection about pedagogical practices in the field of English language education and suggests a discussion about the importance of developing critical awareness and the agency of the subjects through education. This research seeks to contribute to a critical education that focuses on situated pedagogical practices which are open to horizontal dialogue, prioritizing the local context and valuing the differences, in order to promote justice by re-signifying the relations between self and other in the school context.