Reflexões sobre letramento crítico nas aulas de língua estrangeira a partir de perspectiva trazida pela base nacional comum curricular

Abstract

In the current social context, permeated by all kinds of communicative vehicles, sometimes text and image are not correlated for the construction of meaning. In this perspective, reading experience is not conceived as a social practice and, consequently, the reader does not use a critical posture towards the text. In this article, the role of the school in the development of these competencies is highlighted. In view of this, we propose a reflection on the relevance of critical literacy activities in the classroom. We seek to discuss how critical literacy and foreign language teaching are intertwined and how they are approached by the National Common Curriculum Base (BNCC, 2017). We relied on studies by Mello and Teixeira (2012), when they refer to the multiple text formats in the technological field. We also considered Pinheiro (2016a; 2016b; 2019), Filho (2003) and Abrahão (2012) to discuss critical literacy in a foreign language classroom, styles and forms of learning, respectively. We agreed with Vygotsky's sociocultural perspective, focusing on the relevance of interaction for learning. In this perspective, we aim to discuss how the pedagogical practice of digital culture contributes to a more effective and critical participation in contemporary language activities in school situations. For the intended reflections, data from conversations and interviews conducted with deaf school teachers in the metropolitan region of Porto Alegre and the pedagogical practice of Pinheiro (2016a) with high school students are considered. Based on these data, there is a reflection on how to advance the development of practices that promote critical agency of students for the exercise of active citizenship. This analysis reflects that meaningful learning emerges from activities connected to the students' context. Thus, we understand that literacy practices should permeate learning in all areas of knowledge, not being restricted to language teaching.