Leitura crítica : um estudo da aprendizagem de alunos-professores de inglês

Juliane D Almas

The current study aims at understanding student-teachers learning by focusing ontheir cognitions in regard to critical reading before and after participating in formalpreparation programme which aimed at critical language awareness. This, in the form of a special discipline conducted at Universidade Estadual de Londrina in 2008, is herein understood as a pedagogical intervention and constitutes the context prior to the data collection done mostly by semi-structured interviews. The inductivedeductive analysis seeks to identify (1) student teachers cognitions about critical reading held prior to the pedagogical intervention; (2) student teachers cognitions about critical reading after the pedagogical intervention; (3) the role(s) played by the special discipline (human and material) resource(s) in the constitution of student teachers cognitions about critical reading. The results from the analysis, triangulated by human Instruments (REIS, 2008), are discussed with a theoretical framework that includes Critical Literacy, Critical Reading, Critical Language Awareness (FAIRCLOUGH, 1992, 1995) and Mediation (VYGOTSKY, 1991). Broadly, studentteachers were found to have developed critical reading abilities, since they have reported on having more critical language awareness after the pedagogical intervention, and they have credited such a learning outcome both to the human and material instruments which they interacted with in the discipline. Finally, the research contributes to reveal the possibilities of teaching and learning critical reading at the university and, thus, to increase the research database on Critical Literacy in Brazil.

Leitura crítica : um estudo da aprendizagem de alunos-professores de inglês

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