Critical Literacy and the Citizen Teacher Education: possible ways for the transformation of teachers’ practice and position

Abstract

The search of possible ways to provide the transformation of language learning and teaching practices led a group of language teachers (English, Italian, Brazilian Sign Language, Portuguese as a Second Language) to get together to rethink their teaching practices and their students’ education. Critical Literacy was the driving force of this group, which from the first half of 2011, meets weekly to discuss relationships between language, citizenship, culture, social practices and teacher education. In this report, we seek to share the results of the discussions arising from our meetings, trying to show how we have been repositioning ourselves in relation to teaching and how this repositioning tends to interfere and change our teaching practices.