O humor como alternativa para uma produção situada de sentido em Li : uma proposta de estudo em uma escola pública na vila de pescadores no litoral de Alagoas

Abstract

Based on the theoretical precepts of Critical Applied Linguistics (PENNYCOOK, 2006), the present study aims to analyze the humor (BAKTHIN 2010; BERGSON , 2004; MINOIS 2008) during activities in English classes coupled with studies on Critical Literacy (MENEZES DE SOUZA & MONTE MÓR , 2006). Having in mind the importance of the social aspects addressed by the humor, it was analyzed the critical development of the participants as a postmodern practice to always think and discuss issues of culture, citizenship and power relations. Thus, this study helped us understand the engagement of individuals in social practices, since this approach challenges our status quo to find new alternatives for both our development as citizens. In the context of qualitative research and based on methodological references of action research (BARBIER, 2007; THIOLLENT, 2008) the current study was conducted in one English class in 9th grade at a public school in the village of Santa Luzia , Barra Santo Antônio (AL) . In this sense, the theme of this work moved around the study of language and its various concepts and the impact of these concepts in the teaching and learning of English. At the end of this study, it was noticed that the use of humor intrinsically linked to studies on Critical Literacy allowed to be in a pleasant environment in discussions that addressed social aspects, thus setting humor as a significant pedagogical element in the educational context. Hence, at the end of this study, more than exposing theories and methods, we have raised pedagogical possibilities that can guide foreign language teaching in educational practices, which learners may be involved in contexts that call for knowledge exchange and social values.