Teaching to Transgress: Reflections on Critical Foreign Language/English Teaching

In this text, I share some reflections of my work with critical foreign language/English teaching at the Centro de Linguas of the Universidade Federal de Goias. Theoretically supported by the premises of Critical Pedagogy (FREIRE, 2006), Cultural Studies (SILVA, 2007), Critical Racial Theory (FERREI...

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Published inTrabalhos em lingüística aplicada Vol. 51; no. 1; pp. 77 - 98
Main Author Freitas, Marco Tulio de Urzeda
Format Journal Article
LanguagePortuguese
Published 01.01.2012
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Summary:In this text, I share some reflections of my work with critical foreign language/English teaching at the Centro de Linguas of the Universidade Federal de Goias. Theoretically supported by the premises of Critical Pedagogy (FREIRE, 2006), Cultural Studies (SILVA, 2007), Critical Racial Theory (FERREIRA, 2006), Feminist Studies/Pedagogies (LOURO, 1997) and Critical Applied Linguistics (PENNYCOOK, 1998, 2001), I seek to relate the construct pedagogy as transgression (HOOKS, 1994; PENNYCOOK, 2006) to foreign language/English teaching. The data presented show that critical teaching triggers many conflicts in the English language classroom, but they also demonstrate its relevance for the students' critical, linguistic, and communicative improvement, and for the teacher's critical education. Adapted from the source document
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ISSN:0103-1813