Os significados culturais de alunos brasileiros iniciantes em um curso de inglês: perspectivas a partir da interculturalidade crítica

Abstract

The present study has as main goal to analyze the cultural meaning of beginning students of an English course based on the assumptions of critical interculturality. This is an ethnographic case study with the participation of 13 level 1 students, beginners in the English course at the language center (Centro de Línguas) from the Federal University of Goiás (Universidade Federal de Goiás). In this way, we seek to identify students' cultural meanings through critical and decolonial activities and discussions, in addition to verifying how their involvement in the course contributed to a greater understanding of their linguistic and cultural identities. The data were generated through the following instruments: questionnaire, interviews at the beginning and in the end of the semester, in addition to classes and activities with a perspective on critical interculturality and field notes. The research was based on regular face-to-face teaching, but due to the Covid-19 pandemic, we have worked with Emergency Remote Teaching (ARRUDA, 2021; PAIVA, 2020). The data analysis was based on the cultural domains proposed by Spradley (1980). The study is based on the perspective of language as a social practice (BAKHTIN, 2006), on the relations between language and culture (RISAGER, 2006; KRAMSCH, 1998, 2012; FIGUEREDO, 2013), and on critical interculturality (AMAN, 2014, 2015). ; WALSH, 2008; CANDAU (2005, 2010). The data reveal that the English lessons with an intercultural approach were of great value to the participants, as they demonstrated more autonomy in the learning process as well as acquired a critical position in relation to linguistic and cultural aspects.