A causa animal como tema para o desenvolvimento do letramento crítico na sala de aula de língua inglesa: elaboração de material didático autoral e de uma proposta investigativa

Abstract

This study covers an investigative proposal and the elaboration of an authorial didactic material aimed at teaching English, composed by tasks developed according to the Critical Literacy perspective, on the theme Animal Cause, aimed at basic level (A1) learners in the target language, and /or students in the final years of elementary school and/or early high school pupils. The investigative proposal is characterized as an action-research with a qualitative approach. The general objective is to develop an authorial didactic material aimed at the teaching-learning process of the English language, under the Critical Literacy lens, based on the proposal to produce a documentary on the Animal Cause theme, aiming at the citizenship education of students at the level basic (A1) in that language. As specific objectives this investigation seeks to describe the elaboration of the authorial teaching material, observing its stages of development, its organization and its purposes; to indicate possible contributions of the MDA to the LI teaching-learning process of students at basic level (A1); and to present an investigative proposal aimed at LI teachers, with an emphasis on working with the documentary genre, besides others related to its scope, as well as on teaching aimed at civic education. In order to achieve these purposes, the theoretical references visited during the research were observed. These references deal with Critical Literacy (BRAGANÇA; BALTAR, 2016; CERVETTI, PARDARES, DAMICO 2001; COPE; KALANTZIS, 2000; DUBOC; 2016; GEE, 2001; JANKS, 2009; 2016; JORDÃO, 2016; KLEIMAN, 2005; KNOBEL; LANKSHEAR, 2003; MATTOS; PASCOAL, 2012; MONTEMÓR, 2011; SHOR, 1999; SOARES, 2004; 2010; STREET, 2003; TERRA, 2010; TAKAKI , 2009); teaching of LI, considering the communicative aspect, as the language in actual use in social interactions (BAKHTIN, 2011; LANTOF, 2000; 2012; SWAIN, 2000; VYGOTSKY, 1994; 2014); the integration of skills, contextualized grammar, contemporary transversal themes (BRASIL, 1998; 2018; 2019; RIO GRANDE DO SUL, 2009; 2018) and speech/textual genres (BAKHTIN, 2011; MARCUSCHI, 2002; 2008). In addition, the elaboration of teaching materials and the structure of the Didactic Sequence (SCHNEUWLY; DOLZ, 2011; LEFFA, 2007; VILAÇA, 2012) were examined, with a view to developing the documentary genre (FRANCO, 2018; HAMPE 1997; LARRÉ, 2016; NICHOLS, 2004; ROSA, 2017), about the Animal Cause (CARVALHO, 2013; OSTOS, 2019). After observing these sources, it was possible to elaborate the didactic material, describe it and verify that the tasks in the authorial didactic material are in accordance with the theoretical guidelines and the terms indicated on the official documents that regulate language teaching in Brazil proclaim. Thus, it is possible to conclude that this research can contribute to the rare collection of studies on the teaching of LI, aimed at CL and the debate on the Animal Cause.