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This paper presents the work done in a Research Development scholarship awared at UNLPam to a member of the research project "Student's autonomy based on alternative materials". Three didactic units were created to teach the contents prescribed by the Ministry of Education of La Pampa in relation to the grammar taught in third year state High School: present simple and present continuous, simple past and past continuous. Comprehensive Sexual Education was used to teach the lexicon of the language. Apart from the contents proposed in the Curricula, categories such as gender, naturalization, trivialization and stereotype were considered in the topics of different text types such as narrations and descriptions. First, textbooks used in High School were critically analysed and alternative didactic materials were designed taking into account the contents prescribed in the curricula and the experiential culture of the students. Working following this approach allows students to acquire the abilities of the language through tools that allowed to interpellate hegemonic discourses and build relevant knowledge for critical citizenship and to critically reflect upon teaching practices. [ABSTRACT FROM AUTHOR]

The work done in this research group aims at creating teaching material using "Identity" as main category to teach English in 6th grade of a peripheral primary school located in Barrio Los Hornos, in Santa Rosa city. They have traditionally made a living as the result of making and selling bricks. Text books for learning English show a social and political reality which is very different from the one lived by students in their neighborhood. As a consequence, learning English was pointless and aimless leading to waste of time and some disrupted behavior. The idea is to use every day reality as a bridge to build critical culture. This research group has the aim of developing teacher's autonomy from official prescription and text books and help students build critical citizenship. The research takes Critical Pedagogies as theoretical frame (Freire 1972), (Grundy 1991), Giroux (1990). We believe that creating materials based on students own experience and memories, reflecting with them about social reality and, presenting them the officially regulated contents, will lead to building autonomy, relevant learning and identity awareness. It will also allow the teacher to develop new professionalization opportunities. [ABSTRACT FROM AUTHOR]