Letramento crítico em língua portuguesa: o que dizem as práticas de leitura nas salas de aula do ensino médio de uma escola estadual do município de Cariacica

Abstract

The objective of this work is to observe and analyze how the practice of reading occurs in the classroom, in the discipline of Portuguese Language, seeking to understand if this activity includes the critical analysis of the texts covered in high school classes, with a focus on a school state government of the municipality of Cariacica / ES. Thus, this work is justified by the relevance of collaborating with the work of Portuguese language teachers to form critical citizens, based on a reading practice in which conclusions and interpretations can be reached that go beyond the obvious, which generates pleasure in reader and can relate to the life context in which the student is inserted, causing changes and transforming the reader into an active, critical and modifying agent of society. In addition, the approximation that this work can achieve between the university and students in the municipality of Cariacica becomes relevant, as well as the way this study can contribute to a reflection on the work with reading in the municipal education scenario. As a theoretical framework, there are studies of literacies, especially critical literacy, with Soares (2017), Duboc (2012, 2016), Duboc and Ferraz (2011), Kleiman (1995, 2014), Monte Mór (2007, 2015 ), among others, and also the contributions of the critical pedagogy of Freire (1967, 1995) and Giroux (1986, 1997). This research is ethnographic, and its method of analysis consists of observing the school's physical space and the moments of the institution's Portuguese language classes; interview with high school teachers and focus group with students, both with a qualitative approach; and analysis of the activities developed in the students' notebooks, added to their didactic materials used in the classes. From the analysis of the data generated, it can be noted that critical literacy practices are already being developed in the research school-field: students identify and are in contact with different textual genres, engaging in critical classroom activities; teachers plan, as far as possible, to work critically with their students. However, there are still bureaucracies that are obstacles to carrying out more innovative activities that really motivate teachers and students in the classroom.