Desks lined up to silence students' subjectivities and teaching-learning practices centered on the teacher as the master of all knowledge do not make sense when we seek human development for citizens who are socially responsible and fight, for example, against COVID-19, racism, homophobia, feminicide, socioeconomic inequalities, willing to guarantee their well-being as well as that of the others (SERAFIM; TANZI NETO; DIEGUES, in press). In other words, the traditional model of education, which Paulo Freire [1968]/(2021) named the banking model of education, does not promote the development of subjects who are engaged and aware of their collectividuality (STETSENKO, 2022) – a concept that reflects the dialectical relationship between the collective and the individual in constant interaction and social transformation. For this development to happen, students' voices must be heard and in dialogue to build what bell hooks [1994]/(2017) called a learning community. That being said, this presentation aims to reflect on transgressive English language teaching practices developed in a Brazilian public school after the remote learning period ended through the lens of Social-Cultural-Historical Theory, initially developed by Lev Vygotsky [1934]/(2009) and expanded by neovygotskyans (COLE, 1998, NEWMAN; HOLZMAN, 2002, TANZI NETO, 2019, 2020, STETSENKO, 2022, and others). Data may include lesson plans based on active methodologies – "teaching strategies centered on the effective participation of students in the construction of the learning process, in a flexible, interconnected and blended way" (BACICH; MORAN, 2017, p. 4, my translation) –, photographs of students, and students' testimonials.
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