CRITICAL LITERACY: THE RAP GENDER IN A SCHOOLING PROCESS

Abstract

In this article we report the process of critical professional literacy within a successful experience realized via the Supervised Curricular Internship of the Graduation Course in Language. The teaching-learning activities are developed under the support of the interactive-dialogical conception of language in which the discursive genres are basic for reflection and understanding of the social roles within the organized society. The perspective of action-teacher with a view to critical literacy is developed on the basis of reflection-elaboration-execution-reflection- whose unfolding thus occurs: selection of theoretical support for pedagogical principles, elaboration of the teaching project, teaching-learning practices, reflections of the process of teaching professional teaching. The methodological basis for the semiotic analyzes of teaching reports is qualitative in an ethnographic perspective.