Diálogos interculturais na aula de língua inglesa : um estudo de caso de cunho etnográfico

Abstract

This study analyses the intercultural dialogues that permeate English IV language classes. The case study (YIN, 2010) with ethnographic character (ANDRÉ, 2012) was carried out in a double degree Letras course, with qualification in Portuguese and English. With this study, we seek to understand the perceptions of the relationship between language and culture, the interculturality, for the production of cultural meanings in the teaching of english as a foreign language (EFL) as well as the implications of these interpretations of teaching and learning processes in relation to the formation of the student as subject inserted in a determined social community. We seek to clarify from a dialogue between Risager (2006) and Bauman (2012) which the slope of culture was chosen for this study. We bring Risager’s view of separability and inseparability between language and culture and the assumptions of Byran (1997), Which describe the skills of an intercultural learner. We present the difference between muticulturalism disseminated in social practices by the language and the idea of interculturality, as well as the migration of linguistic and cultural flows and the conception of languaculture (RISAGER, 2006). We explore the concept of Intercultural Literacy (DOMINGO, 2015; STREET, 2014). We also trace the historical development of Double degree Art courses in Brazil, discussing the organizational character and profile of Portuguese and English Teacher Formation Course in the investigated context of Goias State University. The research has nine participants, eight students and the class teacher. Data collections is done by observations and vídeo/audio records, interviews and questionnaries. The results indicate that a language class in the perspective of interculturality can propitiate the construction of new knowledge and new relationships, the recognition of differences, the empowerment of learners and the rethinking of identities construction. Therefore, they must be experienced in the classroom everyday and cannot appear only in topics or texts.