Feminismo e letramento crítico em aulas de inglês no Instituto Federal de Alagoas: desconstruções e condutas propositivas

Abstract

The present study aimed to reflect on the impacts of sexist speeches with students from a non-regular class of Integrated Technical High School at the Federal Institute of Alagoas (IFAL). The research was carried out in remote English language classes and it had as main theoretical assumptions the feminist theory (HOOKS, 2018; DAVIS, 2016; COLLINS, 2019) and the perspective of Critical Literacy (MONTE MÓR, 2006; 2013; JANKS, 2014). The research is based on Applied Linguistics (LA), a science that is interested in problems of social relevance and offers answers to the lives of the research participants (ROJO, 2013). The work has a qualitative nature (CROKER, 2009), being a socially critical action research (TRIPP, 2005). The data collection instruments used were: the diaries of the teacher/ researcher, recordings of the video classes, activities produced by the students participating in the research and the records of the conversations in a WhatsApp group. The results show that the school environment is not exempt from reproducing prejudiced actions, but reflections on feminist themes in English language classes brought the possibility of (un)learning sexist thoughts and sexist actions. They also demonstrated that, although sexism is present in the social experiences of IFAL students, purposeful conducts to combat it were identified and valued.