PLANNING ENGLISH LANGUAGE CLASSES FROM THE CRITICAL LITERACY PERSPECTIVE: FOCUSING ON RACISM AND SOCIAL ISSUES

Autores

DOI:

https://doi.org/10.5380/rvx.v15i7.74635

Palavras-chave:

Critical Literacy, English Language Teaching, Racism, Social Inequality.

Resumo

Considering that English language teaching in public schools requires forming critical citizens (JUCÁ, 2016), this study addresses the work with critical literacy in classrooms. Therefore, my aim is to analyze the process of planning English language classes from the critical literacy perspective (MENEZES DE SOUZA, 2011a; 2011b), focusing on racism and social issues. The three classes lead to writing a personal report, using can, considering the social, historical and political barriers people may face depending on their position within specific time and space.

Biografia do Autor

Nayara Stefanie Mandarino Silva, Universidade Federal de Sergipe

Undergraduate student of Letras at the Federal University of Sergipe (UFS). She is also an English teacher of the Languages without Borders program at the same university, as well as a researcher, since 2018. In addition, she is part of the research group "Núcleo de Estudos de Cultura da UFS - Pólo autónomo internacional do CLEPUL: HISTÓRIA, CULTURA E EDUCAÇÃO".

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Publicado

2020-12-31

Como Citar

Silva, N. S. M. (2020). PLANNING ENGLISH LANGUAGE CLASSES FROM THE CRITICAL LITERACY PERSPECTIVE: FOCUSING ON RACISM AND SOCIAL ISSUES. Revista X, 15(7), 666–683. https://doi.org/10.5380/rvx.v15i7.74635

Edição

v. 15 n. 7 (2020): Edição de Fluxo Contínuo - Ago/Dez

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