Banca de DEFESA: MARCELLE FEIGOL GUIL
Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.DISCENTE : MARCELLE FEIGOL GUIL
DATA : 15/06/2018
HORA: 09:00
LOCAL: Ágora auditório 4
TÍTULO:
Short Stories from Anglophone Africa: A proposal for the development of critical intercultural competence in the education of English teachers in Brazil
PALAVRAS-CHAVES:
Critical Intercultural Competence. English Teacher Education. Critical Literacy. Anglophone African Literature. Law 10.639/03.
PÁGINAS: 160
GRANDE ÁREA: Linguística, Letras e Artes
ÁREA: Linguística
SUBÁREA: Linguística Aplicada
RESUMO:
The present study aims to reflect on intercultural-critical competence and its development in the education of teachers of English as an additional language (EAL) in Brazil. To this end, we developed a didactic proposal using short stories from Anglophone Africa as a pedagogical tool, with the purpose of contributing to the practice of the Law 10.639/03, which requires that African and Afro-Brazilian history and culture be taught in all areas of the school curriculum. This perspective offers numerous opportunities for undergraduate students pursuing a degree in English Language Teaching to become aware of the importance of the law (MUNANGA, 2015) through the development of a critical intercultural approach, which provides them with content that can increase their understanding of the historical processes and multiplicity of cultures of African countries where English is spoken as an official language, such as Nigeria and South Africa. This research was carried out in accordance with a qualitative paradigm, adopting a critical-interpretive approach (DENZIN LINCOLN, 2008), due to its social commitment in defending the importance of ethno-racial relations and its goal to produce knowledge and transformation in EAL teaching, striving to improve teacher practices that go beyond the teaching of languages for merely communicative purposes. Our theoretical base is supported by critical theories geared towards education, drawing on the ideas of Adorno (1971,1975), the Critical Pedagogy of Freire (1968/1988) and Giroux (2011), Critical Applied Linguistics (PENNYCOOK, 2001; MOITA LOPES, 2006), and Critical Discourse Analysis (FAIRCLOUGH, 1989). In dealing with a critical intercultural approach in language teaching (BYRAM, 1997; DERVIN, 2010) through the use of literary texts, we considered the concepts of identity, otherness, and representation (EAGLETON, 2003; BHABHA, 1998; SANTOS, 2002; DERVIN, 2010), as well as critical literacy and discursive genres (BAKHTIN, 1992; KRAMSCH, 1993). Our didactic proposal is grounded in the Basic Sequence for Critical Literacy (COSSON, 2006) in association with the Dialectic Theory of Knowledge (VASCONCELLOS, 1992), and includes two short stories: The Time Story, by Chimamanda N. Adichie (2006/ 2010) and The Ultimate Safari, by Nadine Gordimer (1989/ 2008). We consider that working with literary texts from a critical intercultural perspective allows for the recognition of inequalities, differences, and ideologies present within various cultures and societies, leading to a reflection of our own attitudes and to a transformative action within an educational context. Thus, we believe that this proposition may contribute towards the development of critical intercultural competence of future EAL teachers, as well as towards their interpretive and discursive capacities.
MEMBROS DA BANCA:
Presidente - 2194174 - ANA GRACA CANAN
Interno - 1720830 - MARCELO DA SILVA AMORIM
Externo à Instituição - EVA CAROLINA DA CUNHA - UFPE