Flipped Classroom and Critical Literacy in English classes: an experience of emergency remote teaching

The present paper illustrates the possibilities and the challenges of the Critical Literacy and the Flipped Classroom at English classes in a public school during the emergency remote teaching. Data was collected at synchronous and asynchronous classes, through Whatsapp, Canva, and Google Meet digital platforms by means of the research-action. The collected data analysis proved the active participation of the students, as well as their interaction with the language while they considered and debated about their identities and citizenship. With that, this experience made possible new ways of learning in elementary school in view of the challenges presented in the process of mediating the use of English consciously and remotely.