FEELINGS FOR EDUCATION AND SOCIAL CRITICISM FROM THE LETTERS IN RELATION TO THE TOPIC GLOBALIZATION

Abstract

The article aims to provide a reflective description of literacy and its capacity to develop meanings for education and social criticism in subjects of the young generation. The methodology is based on the reflection and the descriptive analysis of the theme globalization and the Didactic Sequence was applied in the classroom with students of the Third Year of High School. To do so, the Universal Declaration of Human Rights (1948) was based on the need for literacy and social criticism in the current phase of the technical-scientific-informational period. To give a critical emphasis to the theme, a text, a documentary and a short film were chosen that make a critical appreciation of contemporary society. It could be inferred that the text, the documentary and the short film make a deep critique of consumerism and the dictatorship of the search for apparent capitalist happiness and have an important role to play in supporting democracy. It was concluded that literacy and multilearning offer the skills and competences for global society to glimpse another possible world, from the social critique necessary for globalization.