Letramento Crítico em aulas de língua portuguesa no ensino médio: (im)possibilidades e desafios nas vivências de uma professora

Abstract

The purpose of this study is to deepen the relevance of critical literacy, and to analyze it in the context of Portuguese language classes in public high schools in Goiás, considering a critical posture as essential for more meaningful and emancipating teaching/learning. Grounded on concepts of critical linguistic education (BORELLI, 2018; FORTES, 2019; RAJAGOPALAN, 2003) and critical literacy (DUBOC, 2012; MONTE MÓR, 2015; SARDINHA, 2018), it was considered authors who interpret language as not ready and finished, but as (re)constructed in language practices (BAGNO, 2003; GERALDI, 1997; MOITA LOPES, 1996). The empirical material was generated in face-to-face Portuguese language classes of the 1st grade of high school, which happened between the months of April and May 2022, in a Full Time Teaching Center located in Anápolis/Goiás. These classes followed the skills contents of the Goiás Curriculum Document – High School phase. The research was carried out through action research, which was divided into four phases, namely: exploratory, main, action, and evaluation. In the analysis of the empirical material, it was discussed the issue of language education, language, ruptures, obstacles, and new possibilities of another teaching. The analyzes indicate that there are many challenges to teaching classes whose focus is critical literacy, but it is necessary to rethink practices that provide students with moments of critical reflection through readings, analyses, and dialogues, in a way that expands how they see the world.