Investigação-ação colaborativa para abordar o bullying escolar e a violência na aula de inglês de um colégio público da Colômbia
DOI:
https://doi.org/10.17533/udea.ikala.v25n01a04Palavras-chave:
Colômbia, inglês língua estrangeira, ILE, investigação-ação, pedagogia crítica, justiça social, educação para a paz, bullying, violênciaResumo
Este artigo descreve como um projeto de investigação-ação colaborativa, implementado em uma instituição de estrato social baixo de ensino médio da cidade de Bogotá, ajudou uma professora de inglês e seus estudantes a colocar sobre a mesa temas relacionados com a justiça social, com ênfase especial no bullying escolar. Analisa também como a professora usou sua aula para ligar temas locais e globais com o fim de sensibilizar os estudantes sobre as inequidades sociais que experimentam na própria carne. Para atingi-lo, a professora usou um quadro teórico baseado em conceitos de justiça social, educação crítica para a paz e a globalização, como guia de sua pesquisa e sua prática. Os estudantes, a professora e eu como pesquisador colaboramos para co-criar lições por meio das que os estudantes tomaram consciência sobre a normalização da agressão no colégio. Os achados desta pesquisa indicam o seguinte: a) os estudantes sensibilizaram-se e tomaram consciência da cultura violenta predominante no colégio, b) as atividades os empoderaram para se tornarem promotores da mudança social, e, c) as ações empreendidas trasladaram-se à comunidade e tornaram-se centrais, como práxis. Concluo que a aula de inglês tem a capacidade de transformação social, posto que permite aproximações pedagógicas alternativas em concordância com as necessidades dos estudantes.
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