Letramento crítico e decolonialidade no ensino de língua inglesa na educação de jovens e adultos (EJA)

Abstract

This study, situated in the field of Applied Linguistics, aimed to investigate the experiences lived by teachers and students, in the English language course, in the 3rd period class of Youth and Adult Education Program (YAE) of a state school, in the city of Maceió, in the state of Alagoas. The theoretical contributions used were the perspective of Critical Literacy, studies on Decoloniality and oral and written comprehension in English language teaching. It is na autoethnographic and therefore interpretive qualitative research. The corpus analyzed is composed of answers to questionnaires, diaries, plans and class recordings, as well as English language activities and comments of students on classes focused on social themes from December 2019 to March 2020. The results reveal that there are indications of reflective positions of the students on the themes worked: sexism, racial and gender prejudice. The results also reveal that the reflexive and critical development of the teacher in relation to the themes and procedures adopted was triggered. The data display the need and importance of the research carried out because the learning of the English language allied to a critical perspective promoted wareness and criticality for teachers and students of the YAE of a public school on the social themes worked in the period investigated.