Narrativas de integração de saberes: ensino de língua inglesa e educação em direitos humanos

Abstract

This study consists of narrative research (CADILHE, 2020a; BARCELLOS, 2020; MELLO, 2020) of a literacy workshop (MARQUES E KLEIMAN, 2019) conducted during English language classes in the year 2022 with students of 1º ano do ensino médio in a school in the southeastern region of Brazil. The critical reading/listening of narratives, whether written, spoken, visual, multisemiotic, and/or multimodal, implies an understanding of individuals in social life. Based on the themes they decide to approach and what they choose to highlight in their narratives, these individuals communicate their own knowledge, their identities and the position from where they narrate (BARCELOS, 2020). Thus, the teacher’s active listening and the observation of the school's linguistic landscape allow us to understand how the school positions itself as a place that invites and embraces diversities, encouraging the sharing of difficulties and challenges inherent to the students' current stage in life, in accordance with the guidelines for Human Rights Education (2013) proposed by Ministério da Educação (MEC) and reaffirmed in Base Nacional Comum Curricular (2018). Hence, it is possible to observe how the school configures itself as a space that seeks to provide support and guidance to these young individuals, not only regarding their studies, but also their social life and personal issues, including physical and emotional well-being. In light of this purpose of English language education at school, I proposed an intervention for the students in the school's spaces with the aim of incorporating their own reflections and knowledge in the linguistic practices in the classroom. The work was developed as a literacy workshop and had implications for the creation of a bond of trust, support, respect, as well as affection and a sense of belonging among the participants (both teachers and students). In this dissertation, the following research question emerged: how can the narration of the workshop be used as epistemic device to understand its developments? Furthermore, in this study, I suggest reflections and an understanding of the importance of adopting a decolonial perspective (CADILHE, 2021) in creating opportunities for student engagement in literacy events that stem from the linguistic ideology that conceives language materialization as the mobilization of resources.