Black mirror como estratégia de letramento crítico: a narrativa fantástica do episódio urso branco aplicada ao ensino

Being located within a context in which technology and cinematographic production advance in their diverse perspectives, artistic compositions have continuously driven the promotion of Critical Literacy in society during the interaction in social practices. Therefore, this article aims to analyze the fantastic narrative of the White Bear episode in the Black Mirror series and its relationship with Critical Literacy, to later outline a proposal applied to teaching. The concepts of Critical Literacy (FREIRE, 1970, 2016; JORDAO, 2007; MEY, 2001) and the indisciplinary approach of Applied Linguistics (FABRICIO, 2006) guided the discussions about the relationship between human beings and critical and social actions. By proposing the application of the cinematographic work in the teaching context, the fantastic narrative can facilitate (i) the comprehension of the text through its semiosis, (ii) the protagonism of the students in the production of debates; and (iii) the development of criticality through an emerging need of the student (MEY, 2001; FREIRE, 2016). In view of this, the fantastic narrative can support an understanding of individuals that outlines a plural vision aiming at making criticality and awareness of collective actions viable.