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

Nayara Stéfanie Mandarino Silva | Zendy

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

Author(s) -

Nayara Stéfanie Mandarino Silva

Publication year - 2020

Publication title -

revista x

Language(s) - English

Resource type - Journals

ISSN - 1980-0614

DOI - 10.5380/rvx.v15i7.74635

Subject(s) - literacy , racism , perspective (graphical) , sociology , critical literacy , face (sociological concept) , politics , english language , position (finance) , pedagogy , mathematics education , psychology , social science , gender studies , political science , computer science , finance , artificial intelligence , law , economics

Considering that English language teaching in public schools requires forming critical citizens (JUCA, 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.

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