English language teaching and the historical-critical pedagogy: contributions to a counter-hegemonic pedagogical practice

Abstract

The aim of the paper is to analyze the contributions of English language teaching towards an omnilateral human formation, under the historical-critical pedagogy perspective. The study includes discussions about the pedagogical conceptions found in education policies and a proposal of teaching strategies for the second year of elementary school. The pedagogy of competences is strongly inserted in the school education and, based on the concepts of employability and labor capacity, reinforces productivity and qualification goals. The English language teaching, enlightened by historical-critical pedagogy, has the potential to contribute to an education that goes beyond hegemonic perspectives, thus enabling the appropriation of rich and more significant knowledge in the search for human emancipation.