Busnardo, Jo Anne - Braga, Denise Bertoli Uma visao neo-gramsciana de leitura critica: contexto, linguagem e ideologia

Critical reading in English as a second language is considered from a postructuralist perspective combining issues of ideology, social context; language use. Paulo Freire's (1987) critical reading proposals formulated for literacy programs of the poor in Brazil are outlined, focusing on the role of the teacher; the school in the development of critical reader by removing the experience of social oppression from the language instruction process. Reading is viewed as a process for students to develop a critical perspective on the world. The teacher's principal role is to explain the contexts, including ideological worlds; discursive universes, in which meanings are formed; make the text more transparent; interpretable to the student. This proposal based on a functional approach to language teaching is elaborated with H. A. Giroux's (1983); A. Gramsci's (1971) resistance theory within which the notion of resistant reading is conceived of as a conscious process of questioning political hegemonies; social ideologies. 19 References. Z. Dubiel

SolrDocument[{id=IT-GRAMSCI-BIB00001-0016568, livello=AP, titolo=Uma visao neo-gramsciana de leitura critica, sottotitolo=contexto, linguagem e ideologia, tipo_titolo=uniform, responsability_namePart=[Busnardo, Jo Anne, Braga, Denise Bertoli], autorevoc=[Busnardo, Jo Anne, Braga, Denise Bertoli], responsability_codice=[IT-GRAMSCI-EACCPF0001-006624, IT-GRAMSCI-EACCPF0001-006625], responsability_ruolo=[author, author], first_author=Busnardo, Jo Anne, forma_parallela=, responsability=, note_edizione_traduzione=, luogo_pubblicazione=, editore=, forma_visualizzata=, forma_normalizzata=, tipo_data=, consistenza=, lingua=[por], abstract=Critical reading in English as a second language is considered from a postructuralist perspective combining issues of ideology, social context; language use. Paulo Freire's (1987) critical reading proposals formulated for literacy programs of the poor in Brazil are outlined, focusing on the role of the teacher; the school in the development of critical reader by removing the experience of social oppression from the language instruction process. Reading is viewed as a process for students to develop a critical perspective on the world. The teacher's principal role is to explain the contexts, including ideological worlds; discursive universes, in which meanings are formed; make the text more transparent; interpretable to the student. This proposal based on a functional approach to language teaching is elaborated with H. A. Giroux's (1983); A. Gramsci's (1971) resistance theory within which the notion of resistant reading is conceived of as a conscious process of questioning political hegemonies; social ideologies. 19 References. Z. Dubiel, table_contents=, titolo_collana=, collocazione=, relazioni_titolo_collegato=[Ilha do Desterro. Revista de Língua Inglesa, Literaturas em Inglês e Estudos Culturais/Journal of English Language, Literatures in English and Cultural Studies], relazioni_identificativo=[], relazioni_tipo_relazione=[padre], relazioni_numero_volume=[], relazioni_numero_issue=[38], relazioni_start=[91], relazioni_end=[114], relazioni_pagine=[], relazioni_forma_visualizzata=[January-June, 2000], relazioni_forma_normalizzata=[20101100-21231600], relazioni_tipo_data=[inferred], relazioni_luogo=[], relazioni_editore=[], relazioni_paese=[BR], soggettivoc=[Inglese come lingua internazionale, Lingua (e Linguistica)], subjectvoc=[English as International Language, Language (including Linguistics)], note_riservate=, source=Sociologicalabstract (csa.com), recordInfo=lrighi@fondazionegramsci.org, identifier=IT-GRAMSCI-BIB00001-0016568, recordOrigin=MODS.2C90B51119B64FB, condizioni_accesso=public, dateIssued=20101100-21231600}]