Transgredindo os limites das aulas de inglês na escola pública : a agência discente e o dessilenciamento na educação linguística crítica

Abstract

This developed study focused in the discussion of critic linguistic education, based by the pela Critical Applied Linguistics in which linguistic education is viewed as a politicized act; the classroom, as a space for social practices; and the students, as agents of their realities. The choice to do it according the assumptions of the qualitative-interpretive research is justified under the understanding that, what's really specific, in the social world, is the fact that the meanings that characterize it are defined by humanity, that interprets e (re)interprets its surroundings, showing that there is not only one reality, but several (MOITA LOPES, 1994). This research also associates itself to a critic perspective of linguistic education, because, through the proposals taught in the classroom and the pedagogical practices adopted by me as a teacher, a researcher and a manager, I tried to problematize the meanings of language defined by the subjects, corroborating Paraíso (2012), according to which, in researches associated with this perspective, question of the power relation established by naturalized discourses and show the articulations and conflicts with other discourses, such as I develop in this study. Therefore, questioning hegemonic aspects and putting myself in the place of another were attitudes taken as basis to problematize the English linguistic education process in public school, henceforth referred here as critic linguistic education in context of the English language as additional/foreign in public school. The empirical material of the study was generated in 2018 during 56 classes and the themes and congenerous subthemes were outlined through the classes. The study had as sources initial, post-theme and final surveys, journals, recorded meetings in audio e video, individual semi-structured interviews, informal group talks, multimodal narratives and written works. The context in which this study was developed was in a municipal public school in the city of Goiânia and inside a universe of possibilities, this research was present in the Ciclo II (Middle School), F1 group (6º. Grade), composed by 25 students (16 girls and 09 boys), with the average age between 10 e 12 years old, stressing that I researched my own praxis. My viewpoint cast over the empirical material points that the agents tried to provoke movements in an attempt in being critic and agency-savy citizens, and were in a way capable in taking initiatives. They tried hard to take a stand before the world, to engage themselves in social life, in questioning values given as righteous, in disagreeing and resisting to fixed discourses and to hegemonic forces and in producing other ways of reading the world. Promoting situations in which voices and experiences cease to be silenced turned to be my new action and discourse locus. Overall, by believing in the capacity for reflection and change of each one of the students reinforces my commitment as a researcher, teacher and manager.