Profissões em tela: uma experiência de desenvolvimento da consciência crítica em língua inglesa.

Abstract

Bearing in mind the expansion of language education with children and the increasing inclusion of critical pedagogy inside the classrooms, this article aims to share a didactic experience that sought to problematize gender and racial issues, while working with multimodal productions and online research teaching the content “professions” in English classes. Thus, we seek to answer the questions: What phenotypic characteristics are most recurrent in the students‟ multimodal productions? What are the students‟ reactions based on the results of the research they made? What problematization, if any, the students made during the discussions? About the context, they were all students of the 4th year in an elementary private school, in the state of São Paulo; they had two English classes per week. The didactic unit was developed and adopted by the teacher, herself, to this activity with the duration of four English classes. Regarding the data, we consider the multimodal productions made by the students, the results of the research made by them, the teacher's notes from the discussions during the classes and audio recordings from moments students debated the issues. From an inductive analysis, we noticed that at the same time students were able to question the bias in which people are represented regarding gender and race, they could also reflect on who they are and how they represent to others.