O ensino de língua inglesa em uma escola pública de Alegrete/RS: do olhar para o ENEM a uma proposta didática voltada ao letramento crítico

Abstract

Based on the assumption that English language teaching focused on critical literacy leads subjects to learn through interaction with the world through their interpretations (EDMUNDO, 2013), this study becomes relevant for language teaching. This research was carried out during Professional Master’s Program in Language Teaching, aiming the elaboration of an educational didactic material that will be available to professionals of the area, contributing to the teaching-learning process of English language. This study deals with reading in the English language focused on critical literacy, given the need to work on the subject in a diversified and motivating way. For that, several theoreticians were sought who supported the work in the different subjects. In order to talk about English language teaching in public schools, we rely mainly on the following documents and theorists: PCNs (2000; 2002); OCEM-LE (2006); Souza (2013); Oliveira (2011); Leffa (2011); Lima (2011); Prado (2011); Barcelos (2011) and Miccoli (2011). To talk about literacy and multiliteracies we used Alvarez (2012); Leffa (2007); Lima (2012); Guilherme (2012); Nicolaides and Fernandes (2007); Scheyerl (2012); and finally, Leffa (2012); Cope and Kalantzis (2016); Carbonieri and Jesus (2016); Cervetti, Pardalis and Damico (2001); Edmundo (2013); Janks (2016) and Duboc, (2011; 2013) that contributed to the creation of didactic material. The general objective of this study is: to analyze the implementation of an authorial didactic material aimed at critical literacy, carried out in the period of a trimester in a third-year high school class of Alegrete / RS public school, as well as its specific objectives are: to critically understand the process of implementation of an authorial didactic material, through the methodology of action research; describe the execution of classes, observing positive and / or negative points found; to redesign the didactic material after its implementation in the classes, aiming to perfect it for the public sharing. The authorial didactic material is composed of ten classes that were applied in a quarter of the students of the last year of high school, after noting the need for a work aimed at reading in English, as well as for the collection of the same for a work "preparatory" for the ENEM. To do so, the previous analysis of the class, the application of the didactic material, the analysis of the data to verify if the objectives of the pedagogical proposal were reached, and, finally, the re-elaboration of the material aiming at its improvement, since this research is characterized as action research, which, according to Fonseca (2002) presupposes the participation of the researcher to transform the observed reality. As for the results, it can be said that the application group was very receptive and motivated during the classes. Regarding statistical data, an evaluation was applied with ENEM questions, before and after the application of the didactic material. These two evaluations show that class performance improved after the application of the didactic material, with 59% of students achieving a higher number of questions in the second exam. Through this data we conclude that critical literacy is a methodology of fundamental importance for working with reading in English.