Genre-Based Pedagogy in Paulo Freire’s Country: Teaching Brazilian Students to Write Essays for the National High School Exam
From the perspective of the appraisal system, this article discusses how 60 high school students from two private Brazilian schools align with their readers in texts written as preparation for the Brazilian National High School Exam. Adopting a mixed methodology, a corpus of 301 texts produced by the students was analyzed. Results showed that students' commitment to proposals for social intervention increased throughout the analyzed course, which meant that students started to adopt more critical and proactive stances in their essays. In addition, results showed how students align with their readers, confirming the paramount importance of mastering written language for the development of school literacies, as suggested by Halliday (1996). In terms of implications for pedagogy, the experience brought about new insights for course design and improvements in students’ writing, as well as a better understanding of the role of language in literacy projects. Finally, it confirmed the possibility of building an interface between a genre-based pedagogy and Paulo Freire’s critical pedagogy.
Cox, M.I.P. & Assis-Peterson, A.A de. Critical Pedagogy in ELT: images of Brazilian Teachers of English. TESOL Quarterly, vol. 33, n° 3, 1999. p. 433-452.
Author 2 (2019).
Freire, P. (1970). Pedagogia do oprimido. Rio de Janeiro: Paz e Terra.
Freire, P. (1973). Extensión o comunicación? La concientización en el medio rural. México/Argentina: Siglo XXI.
Freire, P. (1982). A importância do ato de ler em três artigos que se complementam. São Paulo: Cortez.
Freire, P. (2004). Pedagogia da autonomia – Saberes necessários à prática educativa. Rio de Janeiro: Paz e Terra.
Freire, P. (2005). Pedagogy of the oppressed. 30th anniversary edition. New York & London: Continuum.
Freire, P. (2008). A importância do ato de ler. Em três artigos que se completam. São Paulo: Moderna.
Gouveia, C. A. M. (2014). Compreensão leitora como base instrumental do ensino da produção escrita. In: SILVA, W.R.; SANTOS, J.S.; MELO, M.A. (org.), Pesquisas em Língua(gem) e demandas do ensino básico. Campinas: Pontes Editores, p. 203-231.
Halliday, M.A.K. (1996). Literacy and linguistics: a functional perspective. In: R. HASAN, R. & WILLIAMS, G. Literacy in Society. London: Longman.
Halliday, M.A.K. & C.M.I.M., Matthiessen. (2014). Halliday’s introduction to functional grammar. New York: Routledge.
Hood, S. (2010). Appraising research: evaluation in academic writing. London: Palgrave.
Hood, S. (2019). Appraisal. In G. Thompson, W. Bowcher, L. Fontaine & D. Schönthal (Eds.), The Cambridge Handbook of Systemic Functional Linguistics, p. 382-409). Cambridge: Cambridge University Press.
Kato, M. A. (1986). No mundo da escrita: uma perspectiva psicolinguística. São Paulo: Ática.
Kleiman, A. B. (Org.). (1995). Os significados do letramento: uma nova perspectiva sobre a prática social da escrita. Campinas: Mercado de Letras.
Lankshear, C. & M. Knobel (2004). A handbook for teacher research: from design to implementation. Maidenhead, UK: Open University Press.
Martin, J.R. & P.R.R. White (2005). The language of evaluation: Appraisal in English. New York: Palgrave Macmillan.
Martin, J.R. & D. Rose (2007). Working with discourse. Meaning beyond the clause. 2nd Ed. London: Continuum.
Oteíza, T. (2017). The appraisal framework and discourse analysis. In: T. Bartelett & G. O’Grady. The Routledge handbook of systemic functional linguistics, p. 457-472. Oxon e New York: Routledge.
Pennycook, A. (2013). Critical pedagogies. In: Pennycook, A. (Ed.). The cultural politics of English as an international language. New York and London: Routledge. p. 295-305.
Rose, D. & J. R. Martin (2012). Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney School. London: Equinox.
Shor, I. (1999). What is Critical Literacy? Journal of Pedagogy, Pluralism and Practice. Volume 1, Issue 4, Article 2.
Soares, M. (2004). Letramento: um tema em três gêneros. 2ª edição. Belo Horizonte: Autêntica.
Vidal-Lizama, M. Theorising popular education as a knowledge practice: the case of Chile. PhD dissertation, University of Technology, Sydney.
Copyright (c) 2021 Íkala
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The authors that publish in this journal accept the following conditions:
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
Share alike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.