In this text, I share some reflections of my work with critical foreign language/English teaching at the Centro de Línguas of the Universidade Federal de Goiás. Theoretically supported by the premises of Critical Pedagogy (FREIRE, 2006), Cultural Studies (SILVA, 2007), Critical Racial Theory (FERREIRA, 2006), Feminist Studies/Pedagogies (LOURO, 1997) and Critical Applied Linguistics (PENNYCOOK, 1998, 2001), I seek to relate the construct pedagogy as transgression (HOOKS, 1994; PENNYCOOK, 2006) to foreign language/English teaching. The data presented show that critical teaching triggers many conflicts in the English language classroom, but they also demonstrate its relevance for the students' critical, linguistic, and communicative improvement, and for the teacher's critical education.
critical foreign language; Critical Applied Linguistics; pedagogy as transgression
