Desenvolvimento do letramento crítico: possíveis caminhos a partir de contribuições da pedagogia crítica, da análise crítica do discurso e da exploração de inferências.

Abstract

The Critical Literacy (LC) is a concept that is widely discussed in the teaching profession and in several studies as it is, and continues, fundamental to the development of critical education in class (SOARES, 1998; 2003; CERVETTI; PARDALES; DAMICO, 2001, CASSANY, 2006; KLEIMAN, 2008; COSTA, 2011; MENEZES DE SOUZA, 2011; ABREU-SILVA, 2018). Nowadays, its importance has become clearer, because of the internet democratization and the indiscriminate dissemination of texts, that many times occur without any critical scrutiny by the people who share them. Therefore, it is necessary to promote debates on the possibilities of providing to the readers ways to act, in a non-naive way, on the texts with which they have contact. For that, this thesis aims to contribute to the development of CL in Brazil, especially in contexts of Spanish language learning, considering that it must be one of the bases for teaching practice. It is assumed that, for its development, the teaching activities should be built on premises of Critical Pedagogy that allows the formation of autonomous, proactive, less uncritical lectors and the ability to understand the different ideologies that form part of the speeches present in texts and in their lives (FREIRE, 1987, 1994, 2013; PENNYCOOK, 1994; GIROUX; 1991; BRAHIM, 2007; BEHRMAN, 2011; SCOCUGLIA, 2019). It is also argued that the premises of the Critical Discourse Analysis must support the reading ability to understand the existence of veiled discursive dimensions, which pervade the reading and which are essential for the comprehension. Furthermore, it is argued that inferential ability plays a central role in criticism, which allows to reveal the implicit dimensions of texts that retain objectives, intentions and ideological, power and dominance marks (DELL’ISOLA, 1988; KOCH, 1993; SANTOS, 2008, CAIN ET. AL.,2001; MONFORT E MONFORT, 2013; RIPOLL E AGUADO, 2014; GUTIÉRREZ-CALVO, 2014; LEÓN ET. AL., 2003, 2013; SALCEDO, 2015). The comprehension of the association of these fields allows us to shed light on the ability to recognize the inseparability between cognition, discourse and society. This investigation was built under qualitative and quantitative paradigms of an exploratoryinterpretative nature (YIN, 2016), and it was divided into three main phases: the first one concerns to the theoretical framework, the second to the collection and analysis of data and the last to the elaboration and analysis of examples. Based on questionnaires answered by Spanish teachers, with the purpose of knowing their perspectives on the topics and the possibilities of applying the premises defended in this thesis, it can be observed that there is a demand for didactic proposals that provides inputs to the development of Literacy Criticism and for studies that are more focused on practice, based on approaches that dialogue with the needs of teachers and students. Therefore, this thesis proposes the elaboration of didactic activities that intend to provide inputs for the elaboration of teaching activities and aim to explore the bases of the mentioned fields. This investigation has allowed to observe that it is necessary to expand the discussions on the LC and the contribution of the inferences, in order to overcome the traditional forms of reading practices, exposing the various dimensions of the texts, highlighting their incompleteness, no linearity, lack of neutrality and social relationships and power. In addition, it has been shown that it is possible to build didactic activities that respond to the contemporary demands of students, that allow them to sustain their points of view, develop their critical and inferential skills and, possibly, to act actively in their societies.