Reflexões a partir da perspectiva dos letramentos críticos : a experiência em aulas de língua espanhola no CEL-SP

• Ano de defesa: 2016
• Autor(a) principal: Pinto, Emily de Carvalho
• Orientador(a): Yokota, Rosa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Linguística - PPGL
• Palavras-chave em Português: Letramentos críticos; Pós-método; Ensino de espanhol; Escola pública; Material didático.
• Palavras-chave em Inglês: Critical literacies; Post-method; Teaching spanish; Public school; Teaching material.
• Palavras-chave em Espanhol: Literacidades críticas; Post-método; Enseñanza de español; Escuela pública; Material didáctico.
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/9620

This Master's degree research aims to analyze the perception, reception and evaluation of students and the teacher-researcher regarding activities employed from the perspective of Critical Literacies. Theoretical aspects are based on authors like Monte Mór (2008, 2014, 2015), Lankshear and Knobel (2003, 2007), Duboc (2012, 2014), Duboc and Gattolin (2015), Kalantzis and Cope (2008, 2012), Rojo (2009, 2012), Janks (2012, 2013), Janks and Vasquez (2011), Freire (2011), Cervetti et. alii. (2001) and Jordão (2010; 2014), who report the possibility of developing critical features and agency of individuals accounting for the local context. Besides, we seek for understanding considerations about the post-method through Kumaravadivelu (2006) and Abrahão (2009) in order to analyze participants' autonomy development and issues related to teaching practices. Furthermore, we search to find focal points between the two perspectives mentioned before. Considering the qualitative nature of this study, it is under the methodology of a research-action according to Burns (1999; 2010) and Viana (2007), as it takes place in an environment in which the teacher rethinks her practice. The tools used were: survey, aiming to profile and understand the interests of students; the record book of the teacher-researcher, self-evaluation sheets and audio recording of the lessons. These tools enable us to observe the perception of the participants about teaching units, the progress of activities, the attitude of the teacher-researcher, the gaps that took place in the classroom and the curricular attitude of the teacher-researcher before these gaps. The research was carried out at a State Language Study Center, in the state of São Paulo, located in a public school in a small town in the countryside. The organization and analysis of data allowed a reading which indicates the strategies used by the teacher-researcher to improve Critical Literacies and we observe: a) material elaboration; b) perception of the gaps; c) curricular attitude and d) autonomy/agency development. Also, it was possible to observe the improvement of critical features in some participants and as they found it strange, they deconstruct and took different positions as from the discussions regarding the proposed themes.