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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 6 of 6 1 In my shoes: empathy and critical emotional literacy in EFL lessons William Mineo Tagata In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 17-36 (2022) (2022) BASE Show details 2 Rethinking Digital Literacy Practices and Educational Agendas in Times of Covid-19 Uncertainty William Mineo Tagata; Fernanda Costa Ribas In: Revista Brasileira de Linguística Aplicada, Vol 21, Iss 2, Pp 399-431 (2021) (2021) BASE Show details 3 Letramento crítico, ética e ensino de língua inglesa no século XXI: por um diálogo entre culturas William Mineo Tagata In: Revista Brasileira de Linguística Aplicada, Vol 17, Iss 3, Pp 379-403 (2017) (2017) BASE Show details 4 Developing critical literacy in a PARFOR teaching practicum module William Mineo Tagata In: Revista Brasileira de Linguística Aplicada, Vol 16, Iss 2, Pp 237-255 (2016) (2016) BASE Show details 5 Ensino e aprendizagem de língua inglesa e o Exame Nacional do Ensino Médio (ENEM) Ludmila Corrêa Pinto Rodrigues; William Mineo Tagata In: Domínios de Lingu@gem, Vol 8, Iss 1, Pp 459-472 (2014) (2014) BASE Show details 6 Post-critique in contemporary ELT praxis William Mineo Tagata In: Revista Brasileira de Linguística Aplicada, Vol 18, Iss 2, Pp 255-280 Abstract: Abstract This article investigates the importance of critical thinking in English language teaching. It begins with an examination of the notion of praxis and its relevance for current critical literacy research and teacher education programmes. One such programme was a distance-learning course offered to English teachers from Brazilian public schools from November 2016 to November 2017. An analysis of excerpts from posts on Moodle forums and online chats from this course was made in order to ascertain whether participants acknowledge the importance of critical literacy and are able to identify any hindrances to its implementation in the classroom. This article concludes by advocating a post-critical (HOY, 2005) approach to the development of English teachers’ critical praxis, based on the concepts of self-reflexivity and ethics. Keyword: autorreflexividade; ensino de língua inglesa; ética; letramento crítico; P1-1091; Philology. Linguistics; práxis URL: https://doaj.org/article/b0e6a5e8e86240cc8221a5e3656da396 https://doi.org/10.1590/1984-6398201812025 BASE Hide details

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