Dando visibilidade a profissões não convencionais: o ensino de habilidades de leitura e escrita de espanhol no viés do letramento crítico

Abstract

This qualitative interpretative research, “Giving visibility to unconventional professions: teaching reading and writing abilities in a critical literacy perspective”, developed based on research-action principles, is the result of an extension project (40 hours) developed by this researcher at a public university in the state of Piauí. The purpose of the course was to teach reading and writing in Spanish. It was open twelve positions for Language and Literature course in Spanish undergrad students and eleven applied to the course. The extension program, named “Digital Literacy: Engloba Project” was registered in the process number 0281/19 and approved by the Dean of extension, Students and Community Matters-PREX. This proposal was intended to enhance strategies for critical reading of the world, as well as the reflection that would lead them to transformation, as the students lived the experiences in their mother language and transported them to the additional language. The aim is to analyze how Spanish language learning occurs as an additional language in the appropriation of reading and writing skills from the perspective of critical literacy and how students evaluate this learning. In this approach, the students had the responsibility of elaborate texts referring to the interviews made with the workers of unconventional professions. Our theoretical frame is based on Sociocultural Theory (VYGOTSKY, 1978), Literacy Studies (STREET, 2003; KLEIMAN, 1995, 2008, 2007; ROJO, 2009, 2013, 2019), Critical Literacy (FREIRE, 1987, 1989, 2001; CERVETI et al, 2001; JANKS, 2013, 2018; JORDÃO, 2006, 2017; LANKSHEAR and KNOBEL, 1998; MORRELL, 2008; WOLK, 2003), Digital Literacy (DUDENEY, HOCKLY and PEGRUM, 2016), Multiliteracy (NLG – New London Group, 1996; COSCARELLI and KERSCH, 2016) additional language learning (PAIVA, 2014). These theoretical frames support the present research for a new look at the teaching of additional language with a perspective of critical literacy. Results show that students make a significant reflection about reality based on the professions in Spanish. Diverse activities proposed in the extension course brought real benefits to undergraduate students in Language and Literature course in Spanish and made them develop a position in reading and writing of Spanish. In the same way, students built real meaning and developed critical and analytical actions within an interaction process in Spanish, as they considered certain global facts and critically analyzed the local facts.