posted on 2018-09-19, 02:59authored byHélvio Frank de Oliveira, Tatiane Dutra de Godoi Arriel
ABSTRACT In this article we aim to problematize school practices involving language based on a localized experience of Portuguese language teaching. The action research was guided by the plurality of literacies, conducted by the teacher-researcher and her students of the second year of high school in a public school in Goiás, Brazil. The empirical material of interpretation consists of student questionnaires, teacher-researcher’s field notes and reflective journals, and semi-structured interviews with students. The results point to the relevance of projects that subvert traditional didactic aspects in Portuguese language teaching/learning, especially those practices focused exclusively on formal literacy.