Gêneros como construções identitárias nas aulas de Língua Inglesa do Ensino Médio: um estudo sobre letramento crítico

Abstract

In this dissertation, I discuss, reflecting and questioning, the identity constructions of Genders, analyzing how this question circulates in written, oral and imagetical/ visual lessons in English Language in High School and how theories of Literacies help this discussion. As theoretical background, I use the dialogical conception of language by Bakhtin (1990, 1997), I reflect on issues of identity according to Hall (2005), Bauman (2001), Lyotard (2006) and Coracini & Bertoldo (2003). I discuss the role of the contemporary Applied Linguistics according to Pennycook (2001, 2006, 2010) and Rampton (2006). For reflections on the social constructions of Genders, I bring Butler (1990, 2003), Candau (2012) and Louro (2003, 2008). Finally, for English Language Teaching and Literacies, I dialogue with Stella and Tavares (2013), Santos and Ifa (2013), Cerveti, Pardales and Damico (2011), Kleiman (2006), Street (1984). It is important to mention that this research was conducted within a case study with action, according to Araújo (2011) and Stake (1994), since this study took place with the participation of one of my English classes in High School, at a public federal School of Alagoas. For interpretation / analysis of our interactions and written and visual /image productions, I used audio recordings, classes transcriptions, notes during and after the classes, activities with questions prepared by myself as a teacher-researcher and our interactions in the Facebook group, created for us, entitled "Gender and Diversity in the English classes of high school." Among the results, it can be noted that some people have gained the understanding that the Gender differences are socially constructed and not only biologically, as they believed before this study.