Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
SOUZA, Salvia de Medeiros
 |
| Orientador(a): |
VICENTE, Renata Barbosa |
| Banca de defesa: |
LIMA-HERNANDES, Maria Célia,
FERREIRA JÚNIOR, José Temístocles |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Estudos da Linguagem
|
| Departamento: |
Unidade Acadêmica de Educação a Distância e Tecnologia
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
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| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8639
|
Resumo: |
This research comes from the importance that, during the initial training of teachers in undergraduate courses, undergraduate students have knowledge about issues involving teaching and learning of language and culture, especially I relation to English a Lingua Franca (ELF) and consequently their role as a means of intercultural communication through Digital Information and Communication Technologies (DICT) between speakers of different native languages. In the research project we aim to understand the relationship between language, culture and interculturality occurs in the classroom in the context of ELF education as proposed by the National Common Core Curriculum (BNCC). The aim is to investigate how interculturality is materialized in the teaching and learning of ELF in teacher education in the Letras degree course and its application in basic education. For the development of the research, we take authors such as: Kramsch (1993), Fleuri (2002), Corbett (2003), Rajagopalan (2003), Motta-Roth, 2004, Nizegorodcew (2011), Mauranen (2018). In order to address the aim, methodologically, we analyzed the following documents: Legal Opinions of the Brazilian Ministry of Education (MEC) for Letras Licenciate courses, BNC-Formação (2019; 2020), Pedagogical Projects (PPCs) from five presential Letras undergraduate courses, with double qualification in Portuguese and English, from Federal Higher Education Institutions, one from each Major Region of Brazil, a mandatory supervised internship report, surveys with students and teachers of a language course and with teachers who work in English language teaching. We note that, although interculturality has been brought about since 2001 by the MEC documents, it was barely present in the syllabuses in the English language disciplines of the analyzed PPCs, in the content grids and even in what was reported from the internship experience. We also identified an influential presence of the colonialist vision in English language teaching and found that there is still a small accession to the teaching of ILF and the intercultural approach by teachers and PPCs. |
