Uma perspectiva autoetnográfica sobre a educação linguística de inglês por meio da literatura de autoria negra e outra mídias

Abstract

In this thesis, I analyze, through an autoethnographic approach guided by the Critical Applied Linguistic and the assumptions of the critical pedagogy and of the decolonial studies, my experiences and teaching practices at the “Programa Especial de Monitoria de Inglês” (PROEMI) of the “Programa de Proficiência em Língua Estrangeira para Estudantes e Servidores da UFBA” (PROFICI), at the Teaching Practicum II of English Language and at the teaching internship as an English language teacher during my Master’s studies, problematizing the non-use of literature written by black writers and other media in the teaching of English curricula. In the scope of this analysis, I reflect on contemporaneous theories of the linguistic education field in the English language in relation to didactic materials, pedagogies, approaches and teaching methods. I support my research in the state of the art on the use of literature for foreign language teaching, methods and post-method, decolonialities, as well as in studies and experiences in the contexts mentioned above, mainly at the component Teaching Practicum II of English Language through the dialogical relationship between teacher education and the public school and its students. From these experiences, I make a survey and analyze proposals of alternative material with the use of literary texts by black writers and other media to deal with racial, gender and social class issues in a critical pedagogy. Thus, I have the objective to break paradigms in the English language teaching and rethink the use of new theories, pedagogies and teaching methods. In this respect, the emphasis of this thesis falls upon the use of literature and other media for the teaching of English language in public educational locations (basic education and a public university) based on, autoethnographically, my experiences to promote a education for citizenship and to the development of the critical thinking, social awareness and a sense of collectiveness, which are necessary dimensions to Brazilian public education.