Intervenção na fronteira Brasil-Uruguai: uma proposta de material didático voltado ao letramento crítico para as aulas de língua espanhola

Abstract

This research aims to analyze the implementation of an own authorship didactic material in Spanish language classes in a ninth grade class of a municipal public school in the city of Bagé, state of Rio Grande do Sul, Brazil. The study was carried out during the Professional Master's in Language Teaching, as well as the elaboration of the pedagogical product, which will be made available to educational professionals who wish to develop students critical literacy from a theme of social relevance: violence against women. The pedagogical objective of teaching of this material is to construct the citizenship and critical thinking of the learner based on inputs in the Spanish language. While the learning objectives point to the sensitivity, understanding, responsibility and intervention about the theme that involves the material. After the implementation of this proposal, we try to achieve to the specific objectives of this research. The authorial didactic material was produced from collaborative tasks that aim at the development of critical literacy. The positive aspects and main challenges of this implementation process were discussed in this study, highlighting the engagement of the participating group and the difficulty of accessing digital content. The collaborative tasks allowed to reach the learning objectives of the material. Finally, the didactic resource produced has been improved, making it more attractive and functional. Moreover, a second pedagogical product was created , this one destined to teacher, with orientations to assist him in the work with the authorship didactic material. This research is based on Schlatter and Garcez (2012) and the PCNs (1998) when dealing with the teaching of additional language in the regular school; Duboc (2016), Janks (2016) and Jordão (2016) about critical literacy; Leffa (2007) on the production of didactic material; Natel (2014), Santos (2013) and Willis (1996) on collaborative tasks. Silveira and Nardi (2013), Strey (2002) and Venturi and Godinho (2013) to understand the relevance of the thematic axis. The methodology of this study is guided by the action research, understood by Tripp (2005) as every attempt, based on improve of the pedagogical practice. We conclude that both the objectives of the research and the objectives of the implemented didactic material were achieved, once the students demonstrated the development of critical thinking along the proposal and contributed, through the use of the language and the built knowledge to the awareness of a social problem.