Contextualizando o ensino de português: lições de um professor indígena
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Data
2015-08
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Resumo
One of the major challenges to contemporary school education concerns to disciplinary
fragmentation of knowledge and its abstraction from reality as experienced by students
and their communities. In this way, the aim of this paper is to present the foundations
and development of a didactic proposal in the field of language education implemented
by an Indigenous teacher as part of his Pedagogic Supervised Internship activities in the
Intercultural Education Teaching Degree course at Federal University of Goiás, which
seeks disrupt the logic of disciplinary and decontextualized school education. Through
the presentation and problematization of the Indigenous teacher's reflexive records, it is
argued that the relevance of his work lies exactly in the way he contextualized
communicative practices in the Portuguese language teaching in an Indigenous high
school class, looking at a local situation that provided the expansion of the students'
communicative repertoires and their agency through language practices.
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Educação linguística, Interculturalidade, Transdisciplinaridade, Contextualização, Língua portuguesa, Linguistic education, Interculturality, Transdisciplinarity, Contextualization, Portuguese language
Citação
NASCIMENTO, André Marques do. Contextualizando o ensino de português: lições de um professor indígena. Currículo sem Fronteiras, Portugal, v. 15, n. 2, p. 465-491, maio/ago. 2015.