The aim of this doctoral research was to identify and analyze, through qualitative autoethnographic research, the adaptations, tensions, conflicts, and policies involved in a critical education proposal in English language teaching in a High School context. Autoethnography can be considered as an investigative proposal that breaks with the positivist paradigm of the way of doing science, not only because of its investigative character, but also transformative which is opposed to the traditional

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... ethnography view. The data emerged from my teaching experience in the mentioned context. Autoethnography, when taken as a methodological choice, made my classroom a space for constant observation. To present the data I used instruments such as (self) observations of class and diaries, self-reports, audio recordings and teaching materials. I resorted to this methodological approach because I believe that, as Moita Lopes ( 2006 ) argues, as researchers we need to build knowledge that is responsive to social life. Thus, I established discussions of the data presented using theories on critical education and citizen education, more specifically, the critical literacies, as well as the theoretical contributions linked to it such as postmodernity, post-structuralist studies, new literacies, and multimodality. This theoretical framework is related to my academic background and explains the impact that this knowledge has had on my professional life, since the readings I do inform about the ways in which I see and interpret the world. This thesis is organized in three chapters as follows. In the first chapter I present and analyze the pedagogical proposal from Paraná discussing some relations between the theoretical-methodological assumptions presented and the theories of critical literacy. I also talk about how I was my beginning as a teacher, as well as some policies that have been implemented in my teaching context and how it has impacted in my practices. In Chapter II, I discuss the rationalities present in the educational scenario, making dialogues with the English language teaching and how these issues are connected in the relationships between the subjects and the contexts we teach. Finally, in Chapter III, I reflect on my pedagogical practices and the views of language and subject that they impress in the search for the development of a critical education in English language teaching in the context of High School. I also reflect on the challenges, tensions and confrontations that emerged in these proposals by doing self-critical exercises on this process.