SILVA, Rivaldo Ferreira Da.; http://lattes.cnpq.br/3598323682751079; SILVA, Rivaldo Ferreira da.
Abstract:
Critically (re)designing Teaching Materials (TMs) for English language teaching has
become a practice that enables the mobilization of linguistic, pedagogical and
methodological knowledge in favor of contextualized, meaningful and interactive
teaching practices. Moreover, when we critically analyze our interactions, we notice a
constant dialogue between Digital Technologies, Critical Pedagogies and the knowledge
processes that underlie teaching and learning environments. In light of such
considerations, this research, which is based on the theoretical-methodological
assumptions of Critical Applied Linguistics (CAL), aims at investigating how aspects of
Multiliteracies Pedagogy are demonstrated in Teaching Prototypes developed by
English teachers in initial (trans)training at the LIFET-UEPB course. Regarding
methodology, we grounded ourselves on a multidisciplinary/exploratory study
(Deslauriers; Kérisit, 2010; Sakamoto; Silveira (2014), with a qualitative-interpretative
approach (Gerhardt; Silveira, 2009; Gil, 2002; Erickson, 1986), of an applied nature,
whose procedures are Action Research (Thiollent, 1985). We have established
theoretical dialogues about Critical Applied Linguistics (Signorini; Cavalcanti, 1998;
Moita Lopes, 1998; Celani, 1998; Kleiman, 1998; Pennycook, 2006); Initial Teacher
(Trans)Formation (Oliveira; Foerste, 2023; Freire; Leffa, 2013; Paiva, 1997; Kleiman,
2001; Freire, 1991); Pedagogy of [Critical] (Multi)Literacies (Soares, 2010; Street,
1984, 1995; Coscarelli; Kersch, 2016; Cope; Kalantzis, 2016; Cope; Kalantzis;
Pinheiro, 2020; Cazden; et. al, 1996, 2021; Janks, 2016); and Production of Teaching
Materials (Leffa; Costa; Beviláqua, 2019; Rojo, 2013; Leffa; Irala, 2014; Silva; Souza,
2024; Albertin; Larré, 2020). As research corpora, we have obtained 8 Teaching
Prototypes and their respective self-reflections (reasonings); only two prototypes and
two self-reflections, however, were analyzed. As a result, it was found that the English
teachers in initial (trans)training prepared DMs with manifestations of the knowledge
sub-processes of Multilingualism Pedagogy, based on the aspects of Access, Power, and
Diversity present in the Critical Literacy Model. In this way, linguistic, pedagogical and
methodological knowledge was mobilized in favour of teaching practices that were
contextualized with the students' realities. Furthermore, after our critical-reflective
analyzes, we noticed that the DM designers enabled learning ecosystems that facilitated
access to marginalized issues and power relations, so that students could open up to the
diversity and wide range of individuals' social, linguistic, identity and cultural
differences.