Percepções de professoras/es de línguas sobre o uso de livro didático na educação linguística crítica

Abstract

The purpose of this study is to analyze language teachers' perceptions about the use of textbooks in critical linguistic education. The study is justified due to the fact that the textbook is still the most used material in basic education language classrooms (SIQUEIRA, 2020) and because it understands that social practices, contexts and social identities within the school also are mediated by teaching materials (FERREIRA, 2020). The analyzes are based on the praxiologies of researchers in the field of Critical Applied Linguistics, who propose, for example, a transgressive language teaching, which brings to the center of discussions issues that reverberate power and privilege (PENNYCOOK, 2001) and problematize social inequalities (PESSOA, 2021), aiming at a language education aimed at promoting social justice. I also use as a reference research developed on language textbooks (ROJO, 2013; FERREIRA, 2012, 2018, 2020; TÍLIO, 2017, 2020, among others). Regarding the methodological aspects, it is a qualitative research, which follows the characteristics of research-training (SILVESTRE, 2017) with a collaborative and critical bias, whose investigation takes place at the same time as the education. The empirical material was generated in an extension course, aimed at discussions about critical linguistic education and, mainly, at the analysis of the use and aspects of language textbooks, adopted in basic education schools, in which teachers participants act. The course was held remotely, using Google Meet (synchronous activities) and Google Classroom (asynchronous activities) platforms. In the analysis of the empirical material, I discuss the teachers' perceptions about: language teaching, critical language teaching, use of textbooks in a critical perspective of language education, characteristics and possibilities of use of books adopted in schools, etc. The analyzes point to an expansion of perspectives in relation to factors involved in language teaching in critical perspectives, which can enable new understandings and resignifications about the use or not of textbooks in language classes. These analyzes reinforce the need for a critical education of language teachers.