Ensino crítico de língua portuguesa no IFSP ─ Campus Presidente Epitácio.

Abstract

This paper, grounded on theories and studies on literacies and critical education, invites reflection on teaching practices developed in Portuguese lessons delivered to second-year students of High School at Instituto Federal de São Paulo, Presidente Epitácio Campus. The paper aims at comprehending how such teaching practices dialogue with sociocultural studies on literacy and critical pedagogy theory. Thus, the teacher‟s proposals are presented, and some of the students‟ tasks are analyzed. The results show that the teacher‟s practice is consistent with the theoretical framework, although it is possible (and necessary) to improve it, by expanding the relationship between school and other sectors of its community, as well as by raising students‟ awareness on the power of (standard) language concerning class struggles and social injustices.