O educador intercultural: o que, como e por que ensinar competência comunicativa intercultural na América Latina
DOI:
https://doi.org/10.35622/j.rie.2022.02.009Palavras-chave:
competência intercultural, educador, ensino, língua estrangeiraResumo
Uma avaliação reflexiva das noções e crenças sobre a práxis docente é essencial para instruir os alunos com as habilidades necessárias para uma interação efetiva em encontros interculturais. Os argumentos a favor do ensino do componente intercultural são promovidos há anos, mas não alcançaram uma incorporação sistemática no ensino de línguas estrangeiras nos países latino-americanos. Este artigo examina o conceito de educador como mediador intercultural, abordando as questões-chave (por que, o quê e como) que emergem ao integrar objetivos interculturais na sala de aula de línguas. A metodologia utilizada foi uma revisão documental qualitativa exploratória. Foram consultados artigos científicos publicados em bases de dados confiáveis para responder às questões referentes ao ensino da competência comunicativa intercultural. O principal objetivo é dinamizar o debate sobre a componente intercultural na sala de aula e oferecer aos educadores ideias práticas sobre como atingir esse objetivo. Os resultados sugerem que há uma crescente literatura e interesse em envolver os alunos com competência intercultural crucial, oferecendo insights sobre como os educadores podem usar construções teóricas e práticas para se tornarem educadores interculturais. Os educadores podem fazer a diferença na sala de aula usando diferentes recursos e materiais latino-americanos para mediar questões interculturais na sala de aula de língua estrangeira.
Referências
Aguado, T. (2003). Pedagogía intercultural. McGraw-Hill.
Álvarez, I., & González, I. (2018). Teachers’ intercultural competence: a requirement or an option in a culturally diverse classroom? International Journal of Inclusive Education, 22(5), 510-526. https://doi.org/10.1080/13603116.2017.1377298
Arkoudis, S., Watty, K., Baik, C., Yu, X., Borland, H., Chang, S., Lang, I., Lang, J., & Pearce, A. (2013). Finding common ground: enhancing interaction between domestic and international students in higher education. Teaching in Higher Education, 18(3), 222-235. https://doi.org/10.1080/13562517.2012.719156
Bennett, M., & Bennett, J. (2020). Developing intercultural sensitivity: An integrative approach to global and domestic diversity. SAGE.
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
Byram, M. (2002). Chapter 4. On Being ‘Bicultural’ and ‘Intercultural’. En Intercultural Experience and Education (pp. 50-66). Multilingual Matters. https://doi.org/10.21832/9781853596087-007
Byram, M. (2021). Teaching and Assessing Intercultural Communicative Competence. Multilingual Matters. https://doi.org/10.21832/9781800410251
Byram, M., & Feng, A. (2005). Teaching and researching intercultural competence. En Handbook of research in second language teaching and learning (pp. 911-930). Lawrence Erlbaum.
Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. University Press.
Cubero, K. (2021). Theoretical Proposal: exploring the symbiosis of CLIL and PBL to foster an intercultural learning experience in EFL. DEDiCA Revista de Educação e Humanidades (dreh), 19, 267-288. https://doi.org/10.30827/dreh.vi19.21829
Dawson, D., Dimitrov, N., Meadows, K., & Olsen, K. (2013). Bridging the gap: the impact of the teaching in the canadian classroom program on the teaching effectiveness of international Teaching assistants. Toronto: Higher Education Quality Council of Ontario. https://heqco.ca/wp-content/uploads/2020/03/ITAs_ENG.pdf
Deardorff, D. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241-266. https://doi.org/10.1177/1028315306287002
Deardorff, D. (2009). Implementing intercultural competence assessment. SAGE.
Derin, A., Zeynep, Ç., Pinar, E., Özlem, K., & Gökçe, K. (2009). Turkish EFL teachers’ opinions on intercultural approach in foreign language education. Procedia - Social and Behavioral Sciences, 1(1), 1611-1616. https://doi.org/10.1016/j.sbspro.2009.01.283
Dimitrov, N., & Haque, A. (2016). Intercultural teaching competence: a multi-disciplinary model for instructor reflection. Intercultural Education, 27(5), 437-456. https://doi.org/10.1080/14675986.2016.1240502
Göbel, K., & Helmke, A. (2010). Intercultural learning in English as foreign language instruction: The importance of teachers’ intercultural experience and the usefulness of precise instructional directives. Teaching and Teacher Education, 26(8), 1571-1582. https://doi.org/10.1016/j.tate.2010.05.008
Goldstein, S. B. (2022). A systematic review of short-term study abroad research methodology and intercultural competence outcomes. International Journal of Intercultural Relations, 87, 26-36. https://doi.org/10.1016/j.ijintrel.2022.01.001
Huang, L. (2021). Developing intercultural communicative competence in foreign language classrooms – A study of EFL learners in Taiwan. International Journal of Intercultural Relations, 83, 55-66. https://doi.org/10.1016/j.ijintrel.2021.04.015
Leutwyler, B., Mantel, C., Petrovic, D., & Dimitrijević, B. (2014). Teachers’ beliefs about intercultural education: different levels of intercultural sensitivity in schooling and teaching. Educational Research Journal, 5(8), 280-289. https://doi.org/10.14303/er.2014.196
McLaren, P. (2003). Critical pedagogy: look at the major concepts. Course.
Morgan, H. (2022). Conducting a Qualitative Document Analysis. The Qualitative Report, 27(1), 64-77. https://doi.org/10.46743/2160-3715/2022.5044
Porto, M. (2019). Using the council of Europe’s autobiographies to develop quality education in the foreign language classroom in higher education. Language and Intercultural Communication, 19(6), 520-540. https://doi.org/10.1080/14708477.2019.1673401
Savu, E. (2014). The ‘Intercultural’ Teacher – A New Response to the Teaching Career. Procedia - Social and Behavioral Sciences, 128, 111-116. https://doi.org/10.1016/j.sbspro.2014.03.127
Seelye, N. (1993). Teaching culture: Strategies for intercultural communication. Natl Textbook Co.
Skrefsrud, T. (2020). Teachers as intercultural bridge‐builders: Rethinking the metaphor of bridge‐building. Teaching Theology & Religion, 23(3), 151-162. https://doi.org/10.1111/teth.12550
Publicado
Edição
Seção
Licença
Copyright (c) 2021 Karol Cubero
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
