This paper is an attempt to show how our research group has been putting into practice a critical approach to the teaching of English. We started this work in 2005 and since then we have been reflecting collaboratively on it in order to better comprehend what we do and who we are as individuals and language teachers in this world of possibilities. Two aspects that stand out in the studies we have done are the teachers’ pedagogical and identity engagement. These two types of engagement will be shown here by means of a discussion on Andrade’s (2011) Letras (Licenciatura em Inglês) final paper, which focused on the theme race/racism.
critical teaching; English teaching; race; identity
