Lectoescritura crítica en el aula de inglés a través de círculos de literatura en el Programa Kids and teens (KTP) del Centro Colombo Americano

Abstract

The study analyzes how critical literacy is developed in students of english as a foreign Language at a non-profit Institute in Bogotá D.C. taking into account their life experiences through a literature circles methodology. The investigation is an action research that follows the qualitative paradigm. I conducted the study with twelve participants. The data were collected through audio recording transcriptions, students’ journals and students’ artifacts. My pedagogical implementation consisted in proposing the Literature Circles methodology with diverse narrative stories. As a result of the processes of data analysis and interpretation I obtained a macro category called critical awareness of power dynamics in my context and two sub-categories as follows, Rethinking my context critically: Criticality of my ecological milieu, and Awareness of gender discrimination. The constant performance of the process of critical literacy led students to construct a critical stance that allowed them to propose changes in their immediate contexts.