O que tem de crítico no ensino de línguas baseado em tarefas e qual é a tarefa da Pedagogia Crítica? A produção de atividades didáticas em um projeto de monitoria de língua inglesa a partir da translinguagem.

Abstract

In this paper, we discuss how, although seemingly distant both theoretically and methodologically, Critical Pedagogy (CP) and Task-Based Language Teaching (TBLT) intersect and can contribute to a socially engaged linguistic education. From this overlap, we propose to tension the principles that both separate and bring together these approaches, drawing on a scene from an English language class within a teaching assistantship project developed at a university in the interior of Bahia. Examples of didactic activities focusing on identity discussion will be presented not only to illustrate the relationship between both perspectives but also to investigate, through the concept of translanguaging, the impact of considering students’ entire linguistic repertoire in the classroom. In this text, finally, we discuss the role of CP and TBLT in the development of activities that are more sensitive to linguistic and identity differences, and how they constitute an alternative to practices that devalue the potential of the semiotic resources on which students rely to construct meaning in the classroom.