Towards a critical approach in the design and use of teaching materials for language education
DOI:
https://doi.org/10.5433/1519-5392.2024v24n1p87-105Keywords:
language education, teaching material, criticalityAbstract
A pedagogy becomes relevant when its practice is put to the forefront, as well as everything necessary to put it into operation (Akbari, 2008; Crookes, 2013). Thus, considering the centrality of teaching materials in the classroom (Garson; Graves, 2014), exploring the relevance of these resources for a critical pedagogy can be an excellent way to highlight this way of teaching. From this perspective, this work aims to foster the discussion about criticality in language education by presenting principles that can guide critical teaching as well as an example of an approach in the elaboration and use of teaching materials that contemplates criticality (Montenegro, 2022). To this end, pre-service English teachers participated in a workshop of teaching materials from a critical teaching perspective and taught classes during Teaching Practicum at a public university in Bahia. The results point to the use of codes (Freire, 1987; Wallerstein; Auerbach, 2004) and the principle of dialogue (Crookes, 2013; Freire, 1987; Wallerstein; Auerbach, 2004) as key elements for the implementation of a problem-solving approach (Wallerstein; Auerbach, 2004).
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