A abordagem intercultural: um desafio na sala de aula. Análise de livros didáticos e reelaboração de atividades para aulas de PLE
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2017-03-07
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Universidade Federal de Goiás
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The post-modernity has changed the nature of the role of cultures in the foreigner languages'
(FL) teaching-learning processes. Subjects such as diversity, plurality and multiculturalism
take significance in the century XXI, and so these processes must be treated differently.
Consequently, in the current context it is necessary rethink the new relations generated
between the concept of language and culture(s) (RISAGER, 2006; MENDES, 2007; GIMENEZ,
2008) with the intention of understanding better the contemporary reality of the teachinglearning
and FL. For this reason, this paper reflects over the role of the textbooks in the
teaching-learning process of Portuguese foreigner language (hereinafter: PFL), as cultural
artefact (CANEN, 2002), in the reproduction and setting of stereotypes and prejudices. This
study is characterized as a qualitative approach research, and the method chosen for the
analysis and data collection was the documental research (MOREIRA; CALEFE, 2008). This
kind of analysis, on didactic and published scientific documents, belongs to the category of
archive examination (KETELE; ROEGIERS, 1995), it allows to indentify factual information in
textbooks (TB) for a later re-elaboration of the activities. Firstly, an attempt was made to
show that some activities about cultural topics and intercultural intended, according to the TB
authors that form the corpus of this paper, reinforce ethnocentric and discriminatory attitudes
(SANTOMÉ, 2001). From that evidence, it is proposed to re-elaborate this activities according
to the theoretical background of the intercultural approach (KRAMSCH, 2001; CASAL, 2003;
MENDES, 2007) and the language teaching by tasks (NUNAN, 1989; ZANÓN, 1999;
FERNÁNDEZ, 2001). Then four activities was chosen, each one for a book, and three proposes
was made for each of them, according to the levels A1, B1 and C1 stipulated by the Common
European Framework of Reference for Languages (Council of Europe, 2001). It has been
concluded that the analysis of the activities shows that the TB analysed are sustained on a
traditional view (GIMENEZ, 2008) for the teaching of the Brazilian culture. Therefore, the
proposal of re-elaboration presented demonstrates that the teacher has tools to work in the
problematization of the different, contributing with the development of an intercultural
speaker.
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RUIZ, L. V. A abordagem intercultural: um desafio na sala de aula. Análise de livros didáticos e reelaboração de atividades para aulas de PLE. 2017. 161 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2017.