CRITICAL CULTURAL LITERACY, WORLD READING AND CITIZENSHIP FORMATION

didactic-methodological proposal in times of pandemic

Abstract

It is about notes directed to the search for a critical cultural literacy in the intention to a didacticmethodological proposal for read`s teaching, more specifically, it relates to a practice of reading the world`s subject in the context of pandemic-Covid19 with remote classes. The objective of the article is to demonstrate the contribution of critical cultural theory to the constitution of a critical cultural literacy for the formation of citizenship. The methodology used was bibliographic, explanatory and descriptive of qualitative approach, to support the notion of literacy, we used the paper`s: (STREET, 2003); (KLEIMAN, 1995); (SOARES, 2002); (ROJO, 2009), in the scope of Cultural Criticism: (SANTOS, 2016); (VIEIRA, 2016); (SEIDEL, 2008); (RICHARD, 2002). The studies that address literacies and cultural criticism are related to a project of emancipation of the subject. The main contributions of the referential, the construction of a concept for cultural critical literacy. Stands out fifteen (15) students participated in the remote classes and ten (10) kept a logbook. The Critical Cultural theory applied in the remote meetings has shown as a result a promising proposal to think about the human project of emancipation, because during the meetings and notes taken from the logbooks, actions such as: youth protagonism involved in the act of recognizing local weaknesses and local powers, of speaking on behalf of minorities, and of positioning themselves for the recognition of universal values, such as ethics, freedom, democracy,
and social justice. These results of mediation and critical cultural intervention open paths for the formation of citizenship and the formation of critical readers of the world.