The critical education of English teachers and students: a relationship between writing, argumentation and critical literacy
As teachers and researchers, we intend to promote our university’s students’ critical education through language teaching. Seeking this education while trying not to cause damage to the development of linguistic skills, we have decided to conduct an action research (BURNS, 2009) to understand the pr...
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| Autores principales: | , |
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| Formato: | Artículo publishedVersion Artigo Avaliado pelos Pares Pesquisa-ação Research-action |
| Lenguaje: | Portugués |
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Universidade Estadual de Londrina
2017
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| Acceso en línea: | http://www.uel.br/revistas/uel/index.php/entretextos/article/view/23954 http://biblioteca.clacso.edu.ar/gsdl/cgi-bin/library.cgi?a=d&c=br/br-038&d=article23954oai |
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| Sumario: | As teachers and researchers, we intend to promote our university’s students’ critical education through language teaching. Seeking this education while trying not to cause damage to the development of linguistic skills, we have decided to conduct an action research (BURNS, 2009) to understand the processes of written argumentation and critical education. Brydon (2010), Duboc (2012) and Jordão (2013) guide our study in terms of critical literacy, whereas we find support mainly in Liberali (2009) and Harmer (2007) to write about argumentation and writing. We have collected data through the teaching assistant’s notes, the texts written by students, lesson plans and journals. The data interpretation revealed that the argumentation development process has become more relevant than a possible agreement that could result from it, better contributing for critical education. Besides, combining teaching and research has resulted in observation that might cause changes in our teaching practices. |
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