Letramento crítico para uma formação crítica cidadã nos anos finais do Ensino Fundamental II

Abstract

Through Critical Literacy, the reading of a text must occur in a reflective and participatory way, in order to understand the ideologies that, as Monte Mor (2015) suggests, permeate the texts, as well as the power relations that govern society in the moment when the work was written, how this work is read today, what are the other ways of reading it, who reads it differently from mine and why my reading is that way, therefore, given the lack of understanding of my students in the face of the ideological and cultural processes that govern their lives directly and indirectly, I sought, through my master’s research, to carry out an autoethnographic investigation of my practice as a Literature teacher for the final years of Elementary School II, in a Municipal and peripheral school, in a Critical Literacy perspective, starting both from the change in my way of being a teacher, and from the transformation of my students’ naive consciousness to criticality (Freire, 1994) through a democratic and dialogic teaching. So that, with a methodology guided by the assumptions of Critical Literacy, I could bring my students a socio-political and cultural understanding of the world that surrounds them, in order to contribute to their formation in critical subjects, as well as the effective construction of their critical citizenship, directing my classes to the perception of political nuances, with P and p (Janks, 2018), which characterize certain environments, and to understanding the possibility of intervening to change them, if necessary in their own contexts. For that, I based my studies on Critical Literacy on (Cervetti; Pardales; Damico, 2001; Janks, 2018; Monte Mor, 2015; Souza, 2011a, 2011b), and on the concepts of citizenship and critical awareness (Freire, 1967, 1982, 1991, 1996, 2001, 2005).