Critical Literacy in English Classes

Two Case Studies in Focus

Authors

DOI:

https://doi.org/10.15448/1984-4301.2024.1.46136

Keywords:

Public School, English Language, Critical Literacy, Pandemic, Remote Teaching

Abstract

This article seeks to present some of the results of two case studies, carried out during the period of Emergency Remote Education (ERE) (Toledo, 2021) and Emergency Hybrid Education (EHE) (Schieber, 2022), on the possibilities and limitations of promoting critical literacy in English language classes during the pandemic. Each study included an English language teacher working in a state public school and in a municipal school, respectively. To discuss the data generated, the theory of foreign language teaching as critical literacy found in the Curricular Guidelines for Secondary Education (OCEM) (Brazil, 2006) and in scholars such as Duboc (2012, 2015), Mattos (2015), and Menezes de Souza (2011) were used as theoretical contributions. Through these investigations, the participating teachers had the chance to (re)understand the effects of adopting a critical pedagogical praxis in their English classes, albeit with some limitations and in the midst of an emergency teaching and learning process. In addition to engaging the participating teachers in a reflection on their own praxis, it was also possible to explore the possibilities of literacy as a social practice in English language activities that reached out the students remotely (through ERE) and hybrid (through EHE). Finally, such proposals went beyond their objective of transforming students into active citizens; they also contributed to a constant training process between teacher-participants and researchers.

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Author Biographies

Stefani Moreira Aquino Toledo, Federal University of Minas Gerais (UFMG), Belo Horizonte, Minas Gerais, Brazil.

PhD and Master's degree (2021) in Linguistic Studies from the Federal University of Minas Gerais (UFMG). Specialist in English language teaching from the Specialization Course in English Language at UFMG (2018) and a degree in English Language from the State University of Montes Claros (2017). She works as a full-time English language teacher in the public basic education network of Minas Gerais. Her research interests include public basic education, the pedagogical practice of English language teachers in public basic education, literacies, critical literacy, and the English language in public policies for High School.

Isabelle Marine Rabelo Schieber , Federal University of Minas Gerais (UFMG), Belo Horizonte, Minas Gerais, Brazil.

Master's degree (2022) in Linguistic Studies from the Federal University of Minas Gerais (UFMG). Specialist in English language teaching (UFMG) and Translation (Estácio/UNESA). Graduated in Portuguese/English Literature (PUCMinas) and undergraduate/graduating in Social Sciences (PUCMinas). Works as an effective English teacher in municipal and state elementary school networks - Belo Horizonte City Hall (PBH) and Minas Gerais State Department of Education. Has experience in the area of ​​Applied Linguistics Criticism in the teaching of foreign languages ​​in a transmultidisciplinary way with Applied Social Sciences, combining the teaching of additional language with human experiences in their various dimensions. Studies critical literacies, active methodologies, project-based learning (PBL/ABP), production of teaching materials and social practices.

Érika Amâncio Caetano, Federal University of Minas Gerais (UFMG), Belo Horizonte, Minas Gerais, Brazil.

Graduated in English Language and Literature from the Federal University of Minas Gerais (2004), in Portuguese Language and Literature from the Federal University of Minas Gerais (2006), specialist in English language teaching (2007); master's, doctorate and post-doctorate in Linguistic Studies from the Faculty of Letters of the Federal University of Minas Gerais (2014/2017). Currently works as an English Language teacher at the Faculty of Letters of the Federal University of Minas Gerais (UFMG). Has experience in the area of ​​Applied Linguistics and English Language Teaching, working mainly on the following themes: critical literacy, English language teaching, English teacher training and post-memory.

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Published

2024-12-06

How to Cite

Moreira Aquino Toledo, S., Rabelo Schieber , I. M., & Amâncio Caetano, Érika. (2024). Critical Literacy in English Classes: Two Case Studies in Focus. Letrônica, 17(1), e46136. https://doi.org/10.15448/1984-4301.2024.1.46136

Issue

Vol. 17 No. 1 (2024): Single Volume - Continuous flow

Section

COUNTERDISCOURSES OF RESISTANCE IN DIFFERENT CONTEXTS OF INTERACTION

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