Contestando concepciones hegemónicas de familia en la clase de ILE
una investigación participante-colaborativa
DOI:
https://doi.org/10.30612/raido.v18i46.18085Keywords:
inglés como lengua extranjera, configuraciones familiares, género, investigación colaborativaAbstract
The classroom is a space where different discourses circulate, and often, dominant ideologies about social norms and practices are reproduced. Pedagogical resources, such as textbooks, play a crucial role in the educational sphere by transmitting values and beliefs to students. However, teachers can adapt/elaborate materials to challenge these predominant currents and stimulate a process of critical teaching and learning. This article presents data from a collaborative participant research in which the researcher and teacher-researcher adapt teaching materials together to problematize the approach to the theme of "family" in English as a Foreign Language (EFL) classes in a private high school in Montevideo, Uruguay. The study focuses on analyzing the interactions produced in the classroom among students, teacher-researcher, and researcher with the purpose of exploring how the interventions carried out have managed to generate a critical intercultural approach to the topic being worked on. The data and discussions highlight the role of planning and adaptations in explicitly demanding debates on hegemonic representations of family and the recognition and legitimization of diverse family structures.
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