Critical Literacy: Challenges Encountered by English Language Teachers in Educational Contexts

Abstract

Abstract: This article aims to analyze the use of the English language in basic education, based on scientific productions in the area, supported by the perspective of critical literacies. The object of study is defined like challenges related to the use of critical literacies in educational contexts. The methodology used in this research is bibliographic in nature, with a qualitative approach, as it analyzes high-impact scientific articles published in databases, Scielo and Web of Science, in the last ten years, in different areas of knowledge. As for the theoretical support used to base this work, the New Studies of Literacies were used, which understand literacies as flexible practices of orality, writing and reading, and an approach about critical literacies, its relationship with the reading and writing process, and English language teaching. The results indicate three major challenges in the language teaching and learning process: a) planning: from the textbook to the level of proficiency; b) form of treatment of critical literacies, with the support of critical reading in the classroom; and c) teacher-student interaction. From the results obtained, it is possible to understand that teachers are faced with many challenges throughout the teaching and learning process, requiring training that provides support as a way of helping in the search for more meaningful literate practices for students in different classrooms.

Keywords: Critical Literacies. Critical Reading. Critical Teacher. Basic Education.