O ensino da língua inglesa e a construção do espaço público para aprendizagem e o exercício da cidadania : reflexões sobre uma experiência utópica

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

Based on the belief on emancipation process of individuals and the appropriation of their dignity, which is inherent to all human being, are fundamental elements of the citizenship conception as individual participation in a public space, this work presents itself as an initiative to find out existing possibilities to make formation of critical and active citizenship education. Faced with the perception that an active civil society presupposes basically, empowerment of its members, mainly, of those who are economically disprivileged, we believe that Paulo Freire?s (1977; 1992) proposal of education as practice to freedom would be a potential and viable alternative. Thus, we support the assumption that education is a key element for the individuals? emancipation process. We also advocate for the adoption of a new school education paradigm. An educational model that prioritizes citizen practice learning through effective students? participation inside and outside of the classroom public space. Therefore, our research analysises some of the of main official documents which serve as guideline to school education with the aim of verifying how these instructions converge or not on new educational models that we are searching for. Furthermore, this investigation in the language study area aims at researching participation modes, which are language actions of the participants of this work. Through the discursive practices analysis, that is, the analysis of English language classroom instructions and interactions, we intent to find out if there is a predominance of dialogic or monologic practice and to identify the existence of potentialities of the classroom as a public space to the development of the critical and active citizenship education . Thus the study is rooted in the Arendt?s citizenship definition (1979,1997); in Paulo Freire?s principles of education to freedom (1977,1992); in Bakhtin?s dialogic conception (1981, 1988, 1992,2000) and in Nystrand?s et al. types of classroom instruction and interaction (1997, 2001). The participants of this research are the teacher-researcher of a public school of the east area of the city of Londrina and her secondary pupils. Data was collected through English classes recording during third bimester of 2004 school year. Data shows that are potential elements in order to adopt an educational paradigm for emancipation, which means citizenship education. Besides it indicates that these transformations demand changes in daily classroom practices.

ASSUNTO(S)

sociologia educacional citizenship cidadania língua inglesa - estudo e ensino english language - study and teaching educational sociology

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