GENDER ISSUES IN THE CLASSROOM FROM A CRITICAL LANGUAGE EDUCATION

Based on the theoretical assumptions of critical Applied Linguistics and gender studies, this paper aims to present the critical language education as a perspective to deal with gender social inequality issues in language classroom in Brazilian social context. The action-research was developed during three Portuguese language classes, elaborated in a didactic sequence format, organized in five specific moments of problematization and reflection. Twenty-two elementary school students from a private institution in Goiania - state of Goias were participants together with female author of this paper as teacher. The empirical material is composed of questionnaire with open questions, applied to students and audio recording of interactions that occurred during the classes. The results indicate that students recognize the relevance of working with critical themes in language classes, which, in context of gender inequality, provided reflection and resignifications on the condition of women in society.