A CRITICAL (HYPER)PEDAGOGY FOR AUTONOMY APPLIED TO EDUCATION FOR SUSTAINABLE DEVELOPMENT IN ENGLISH TEACHING IN THE FIRST CYCLE OF BASIC EDUCATION

Abstract

This paper aims to explore the effectiveness of innovative pedagogical-didactic approaches, grounded in critical pedagogy for autonomy, in the context of Primary English education. It particularly emphasizes the role of hypermedia and audiovisual resources in enhancing pupil motivation and participation, thereby fostering holistic, sustainable learning and the development of pupils’ autonomy. Employing an ethnographic, qualitative, and action research approach, this study delves into various strategies for implementing critical pedagogy to cultivate autonomy and critical thinking in English learners. Data was collected through lesson plans, visual records (videos and photographs), logbooks, pupil questionnaires, analysis of pupil work, and interviews, focusing on the contributions of interactive, multisensory, and hypermedia resources towards sustainable development and autonomy in learning English. Preliminary results suggest that the pedagogical strategies examined can significantly enhance skills related to autonomy and collaboration. Furthermore, they promote effective and active learning of English, where pupils exhibit heightened motivation towards acquiring a foreign language. Such an approach not only contributes to their comprehensive development as proactive citizens but also prepares them to be future change agents. The study underscores the potential of a critical pedagogy for autonomy, augmented by hypermedia resources, to revolutionize English teaching in the primary setting. It demonstrates how these methodologies can contribute to the creation of a more engaging, autonomous, and sustainably-minded learner base, equipped with the skills necessary for the 21st century.