This article aims to highlight the importance of applied linguistics (AL) knowledge in the continuous construction of pedagogical practices involving language teaching and learning and, through the relationship between teaching methods and approaches, and the research development in AL, to show how the teacher’s role has changed, from the beginning of LA to what has been called today the Post-method – Prabhu (1990), Kumaravadivelu (1994, 2001) and Celani (2009). In this scenario, it is the teacher who determines – or should determine – which method/approach will be most profitable, based on the investigation of its context and not a priori. It is hoped that this work will contribute to the additional language teacher’s reflection on their classroom practices – why, what for, how and what to teach –, to transform them, to educate themselves critically-reflexively and to become, in fact, a teacher-researcher.

Este artículo teórico busca discutir la acción colectiva desde la perspectiva de la agricultura familiar, abordando los temas de la Teoría de la Acción Colectiva y sus referencias, el desarrollo de la agricultura familiar y la sostenibilidad, para discutir la pérdida de autonomía y soberanía alimentaria de los países emergentes, especialmente en el caso haitiano, el objetivo principal de este artículo es discutir las diez cualidades de la agricultura familiar de Jan Douwe van der Ploeg 2014, en la perspectiva de Haití para promover la soberanía alimentaria, se concluye con dos innovaciones y aportes para la agricultura familiar haitiana, referentes a dos nuevas cualidades: La primera cualidad, " es la reconstrucción de la estructura de las bases culturales" y la segunda es "la reanudación autonómica colectiva de la soberanía ".

Exceto onde especificado diferentemente, a matéria publicada neste periódico é licenciada sob forma de uma licença Creative Commons -Atribuição 4. ABSTRACT: This article presents a project called (PLAI -Projeto Literamento nas Aulas de Inglês) designed with the aim of improving the EnglishTeachers' Training process in order to better interact with the training of readers, by offering meaningful conditions to the English learning process. The work was developed through the PIBID Program (Programa de Bolsa de Iniciação à Docência) and applied in the Fundamental Schooling level in a public school in the State of Paraná. The basic approach was under the integration of the studies of Literature, Critical and Digital Literacy, and the Language Teaching Theories. The results demonstrated that this multifaceted methodological composition favored innovative activities for the English classes, and hence, promoted the interest and motivation of the students supporting the inclusion of the participants of the Project in the literacy world. Although the data revealed that the use of technology and literature favored the reading development, in order to empower the process of reading, further effort is necessary investing firstly in the training teachers' in the universities in all fields of knowledge. The PIBID program can be the place for gathering these conditions.

In general, this article seeks to present a literature review involving a discussion of the themes of International Cooperation Haiti-Brazil, hunger in Haiti and the development of Family Farming, surveyed in the Capes¹ and Science Direct ² databases between the years 2000 and 2020. The objective is to understand the impacts of international cooperation on the development of family farming against hunger in Haiti. It is concluded that international cooperations are not sufficient in the face of the Haitian situation, in the fight against hunger and poverty, for the development of family farming, more actions are needed, such as a development plan against poverty that includes investments linked to technologies, the valorization of science, in addition to encouraging cooperation against hunger with social programs to combat inequality in Haiti.