O letramento crítico na área de língua portuguesa em escolas públicas de ensino médio

Abstract

This dissertation presents a qualitative and exploratory investigation on critical literacy pedagogical teaching methods promoted by a group of Portuguese teachers that work in two state public high schools, in the municipality of Campo Largo, in Paraná. Through the use of different approaches and materials, these practices influence the critical awareness development among students, who learn to express their views, positions, understandings, and meanings. That is the context that teachers exercise pedagogical, social, and cultural responsibility. However, the educational literature, particularly Brazilian, presents gaps about how those practices are executed. Following this perspective, the main goal of this dissertation was to analyze how that group of teachers developed critical literacy practices. The research procedures included survey and literature review, document analysis, and fieldwork. The theoretical framework highlights studies by authors such as Soares (2008, 2010), Kleiman (1995), and Rojo (2010), to discuss literacy; Sardinha (2018), Street (2013), and Freire (1987, 1996), to discuss language and critical awareness; and Saviani (1995, 2003), to base the pedagogical practice in the historical-critical conception. The fieldwork happened in two schools, with different historical performances at ENADE. The research participants were three teachers who agreed to participate in the research. An online questionnaire and semi-structured interview were applied. The data content analysis followed a method proposed by Bardin (1977), by which three categories were elaborated, and allowed to know the pedagogical practices of critical literacy developed by the teachers: exploration of different textual genres; promoting critical reflection among students about their realities; different teaching approaches. Among the results, we highlight that the pedagogical practices of critical literacy developed are related to using different oral and written textual genres and different didactic approaches, with a view to the development of critical awareness of students.