Pedagogia histórico-crítica no ensino de língua inglesa em um curso técnico integrado: uma análise dialógica do discurso contra a cultura do fast food

Abstract

English Language Teaching in Brazilian public schools has found ways to reframe pedagogical practices in a social context that puts subjects in contact with the world through technological resources. In this research, we aimed to analyze the discourse of EPT students about fast food culture, after have an English class in the light of Historical-Critical Pedagogy. Therefore, the pedagogical basis that guided both the action plan of this action-research, having a Teaching Proposal as an Educational Product, and contributed to the creation of intelligibility about the social problem that is teaching-learning English in public schools was the Historical-Critical Pedagogy. To this end, theoretical foundations developed by Dermeval Saviani and other researchers who, like him, anchor their studies in dialectic-materialism were addressed. The methodology used in this investigation was of a qualitative nature through action research. The locus of the research was an integrated high school, in a Technical Course of Nutrition and Dietetics, in a third-grade class. In this research, we adopted the Dialogic Discourse Analysis in two perspectives: both as a guide for the language conception with which we plan the reading and production of texts in the English language class, therefore present in our action plan; as a delimiter of the theoretical concept that becomes a methodological perspective of data analysis, as the corpus is taken as a statement in Bakhtin's perspective. As fast food is the guiding principle of the proposed activities for the students, the research corpus was composed of posts for Instagram created by the students, as a proposed activity to contemplate the fourth moment of Historical-Critical Pedagogy. The analysis of the participants' posts showed a discourse against the consumption of fast food consisting predominantly of the discourse of the consequences of fast food, which causes serious damage to the health of individuals; the technical discourse on fast food, which shows knowledge arising from the students' technical training; the alternative discourse on fast food, in which we verified options for replacing fast food with healthier foods; and, the discourse of advertising and fast food, in which we captured the verbal-visual sales strategies used in fast food advertisements. Bearing in mind the result of the analysis of the posts and the students' opinion regarding the realization of the teaching proposal, we consider that the development of educational plans that refer to the use of Historical-Critical Pedagogy, can contribute significantly to the teaching of the English language.