O uso de um instrumento de autorreflexão em um contexto de formação inicial de professores de línguas com vistas ao desenvolvimento do letramento crítico e à transformação social – a autonomia sociocultural, as tecnologias e suas inter-relações

Abstract

In this study, we use a self-reflection instrument to implement a pedagogical practice aimed at critical reflection to better understand the development of Critical Literacy in pre-service education, in order to foster reflections on language teaching related to sociocultural autonomy, to the use of technology and its interrelationships. Hence, we constructed and used the self-reflective instrument with 30 language pre-service teachers. We used ATLAS-TI software to assign analysis categories. When analyzed from the perspective of Critical Literacy, the findings demonstrate that self-reflective instruments can encourage critical reflection and promote opportunities for problematizing concepts and conceptions. The research participants' reflections show a tendency to perceive autonomy in the individual sense, although, in the collective sense, the concept of sociocultural autonomy may be new for these teachers. Reflections on digital technologies, in turn, point out that, although technology can expand learning opportunities, access to it only by a privileged social group tends to increase social inequality. As a consequence, only a restricted group can have its voice heard, curbing possible emancipatory processes of less privileged classes and making it harder for social transformation in society.