Questão 66545

An English teacher in a Brazilian public high school is planning a unit for a 10th-grade class. The students, exposed to English mainly through social media, gaming, and music, hold a functional but fragmented view of the language, often seeing it as a collection of memes, song lyrics, and commands for video games. The teacher wants to challenge this perspective and introduce a more critical understanding of language, text, and discourse. The goal is to move students from seeing English as a simple tool for consumption to understanding it as a social practice, a site where identities are constructed and power relations are enacted. To ground this pedagogical shift, the teacher refers to an academic text on Critical Discourse Analysis (CDA): 'Language is not a transparent window into reality. Every text, from a tweet to a news report, is a product of choices—lexical, grammatical, and structural—that construct a particular version of the world. A critical language pedagogy must equip learners with the tools to deconstruct these choices, to ask not only 'What does this text mean?' but also 'What does this text do? Whose interests does it serve? What is left unsaid?' (Fairclough, adapted). The teacher decides to use two contrasting texts about a recent environmental protest: an objective-sounding news brief from an international news agency and a passionate blog post from an activist who participated in the event. The students' initial reaction is to label the news brief as 'facts' and the blog post as 'opinion'.

Considering the scenario and the theoretical framework, which pedagogical strategy is most aligned with a conception of language as social practice, aiming to develop students' critical discursive competence?