Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2018-09-19T12:36:35Z No. of bitstreams: 1 2017 - Veronica Damasceno de Souza Feitoza.pdf: 2782036 bytes, checksum: c536de687b019541962aed082056c5ad (MD5) / Made available in DSpace on 2018-09-19T12:36:35Z (GMT). No. of bitstreams: 1 2017 - Veronica Damasceno de Souza Feitoza.pdf: 2782036 bytes, checksum: c536de687b019541962aed082056c5ad (MD5) Previous issue date: 2017-06-26 / IFPA - Campus Castanhal / Technical Professional Education projects in Brazil have always been focused on meeting the interests of economic market and aimed at workers as a compensatory training for those who would not have access to higher education, without taking into account their needs as subjects and citizens. Decree 5,154 / 04, while more recent legislation aimed at this stage of Basic Education, despite also being influenced by economic interests, advances in the sense of allowing Technical Professional Education to be offered in the modality Integrated to High School under the articulation of the axes Work, Science, Technology and Culture (BRASIL, 2007). Thus, it is intended that the pedagogical practices of the curricular components for this modality of education surpass the purely technical knowledge for a practice with sights to the broad formation of the subjects. The Curriculum Guidelines for Higher Education (CGHE) in the section on Foreign Languages suggest that the teaching practices of this curricular component should be based on Critical Literacies Theories in order that such practices become the means for the development of a sense of citizenship, creative, critical and open mind (BRAZIL, 2006), in short, knowledge that equips subjects to deal with the current context of constant change and diverse subjects. In this way, this research has sought to investigate in what ways, when they are based on theories of Critical Literacies, the teaching practices in English Language classes - EL - of the Technical Course in Farming Integrated to High School can better contribute to the integral formation of the students of the IFPA ? Castanhal Campus, as advocated by the pertinent legislation. The data collected comes from participant observation and audio recording of EL classes during the execution of a didactic sequence elaborated by me as a researcher teacher, based on these theoretical principles and using authentic multimodal texts. Theoretical studies and research have shown that pedagogical practices guided by Critical Literacies principles can contribute to an education beyond linguistic instrumentation and job market preparation by encouraging students to read themselves and the world critically / Os projetos de Educa??o Profissional T?cnica no Brasil sempre estiveram voltados para atender aos interesses do mercado econ?mico e destinados aos trabalhadores como uma forma??o compensat?ria para aqueles que n?o teriam acesso ao ensino superior, sem levar em conta suas necessidades enquanto sujeitos e cidad?os. O Decreto 5.154/04, enquanto legisla??o mais recente voltada para essa etapa da educa??o B?sica, apesar de tamb?m sofrer influ?ncias de interesses econ?micos, avan?a no sentido de permitir que a Educa??o Profissional T?cnica seja ofertada na modalidade Integrada ao Ensino M?dio sob a articula??o dos eixos Trabalho, Ci?ncia, Tecnologia e Cultura (BRASIL, 2007). Dessa forma, objetiva-se que as pr?ticas pedag?gicas dos componentes curriculares para essa modalidade de ensino superem os conhecimentos puramente t?cnicos para uma pr?tica com vistas ? forma??o ampla dos sujeitos. As Orienta??es Curriculares para o Ensino M?dio ? OCEM ?, na se??o destinada ?s L?nguas Estrangeiras sugerem que as pr?ticas de ensino desse componente curricular sejam embasadas nas Teorias dos Letramentos Cr?ticos com a finalidade de que tais pr?ticas tornemse meios para o desenvolvimento de senso de cidadania, mente aberta, criativa e cr?tica (BRASIL, 2006), enfim, conhecimentos que equipem os sujeitos para lidarem com o contexto atual de mudan?as constantes e sujeitos diversificados. Dessa forma, esta pesquisa buscou investigar de que modos, ao serem balizadas nas teorias dos Letramentos Cr?ticos, as pr?ticas docentes em aulas de l?ngua inglesa ? LI ? do Curso T?cnico em Agropecu?ria Integrado ao Ensino M?dio podem melhor contribuir para a forma??o integral dos alunos do IFPA ? Campus Castanhal, como preconizam as legisla??es pertinentes. Os dados coletados prov?m de observa??o participante e grava??o de ?udio das aulas de LI durante a execu??o de uma sequ?ncia did?tica elaborada por mim, enquanto professora pesquisadora, com base nesses princ?pios te?ricos e utilizando textos multimodais aut?nticos. Os estudos te?ricos e a investiga??o demonstraram que pr?ticas pedag?gicas direcionadas por princ?pios dos Letramentos Cr?ticos podem contribuir com uma forma??o para al?m da instrumenta??o lingu?stica e a prepara??o para o mercado de trabalho por estimularem os alunos a lerem a si mesmos e ao mundo criticamente