Article Title：Language, ideology, and teaching towards critique: A look at reading pedagogy in Brazil
Abstract：
The difficulties which the impact of theory sometimes creates for practitioners is not always evident to language theoreticians. In the present paper, we would like to examine the theoretical difficulties we have encountered in our attempt to develop a critical reading pedagogy in Brazil. We briefly discuss the two main theoretical lines which have contributed to critical education in the Brazilian context: Freirean tradition and poststructuralist theory. We argue that neither orientation gives to language the necessary emphasis. We then propose that, to promote critique in the reading classroom, explicit teaching of language and discourse norms may be necessary in order to complement the ideological questioning proposed by current critical practice. Following a Neo-Gramscian approach which contemplates the incorporation of poststructuralist insights, we reflect on ways to develop resistance and agency, arguing that the development of critical reading depends as much on the awareness of language norms and uses at all levels as on ideological sophistication. (C) 2001 Elsevier Science B.V. All rights reserved.
Keywords: ideology; language teaching; emancipatory pedagogy; war against language; Neo-Gramscianism; Brazil
DOI: 10.1016/S0378-2166(00)00014-X
Source：JOURNAL OF PRAGMATICS
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