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

Autores/as

DOI:

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

Palabras clave:

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

Resumen

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.

Biografía del autor/a

Nayara Stefanie Mandarino Silva, Universidade Federal de Sergipe

She completed her undergraduate degree in Portuguese-English at Federal University of Sergipe (UFS). She is also an English teacher of Languages without Borders. 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

Cómo 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

Número

Vol. 15 Núm. 7 (2020): Edição de Fluxo Contínuo - Ago/Dez

Sección

Relatos

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