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Critical thinking development and English learning – results and students’ reflections. Since teaching demands listening (Freire, 2016), the present study relies on learners’ opinion as fundamental to analyze the outcomes of an English class aimed at developing critical thinking. This article intends to contribute to the literature on the critical teaching of English in regular schools. In order to do so, we describe and analyze a 160-minute intervention based on the song Luka by Suzanne Vega which tells a story of domestic violence. The data gathered by means of a pretest, a posttest, a questionnaire, and teachers’ observations were used to analyze the results of the intervention regarding language learning, critical thinking development, and learners’ opinions on (1) addressing taboo related topics in the English classes and (2) using music and lyrics as a learning resource. The results showed that both linguistic and critical competences were developed and other controversial issues were selected by the learners to be addressed in the English class. Finally, learners observed that songs can motivate learners and reduce the potential tension triggered by the addressed topic.

DESENVOLVIMENTO DO PENSAMENTO CRÍTICO E APRENDIZAGEM DE INGLÊS – RESULTADOS E REFLEXÕES DISCENTES