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A importância da produção de textos de natureza argumentativa para uma educação intercultural das línguas
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Resumo(s)
Este relatório, elaborado no âmbito do Mestrado em Ensino de Português e Inglês no 3.º Ciclo do Ensino Básico e no Ensino Secundário, centra-se na produção de textos de natureza argumentativa como meio de desenvolver a competência intercultural no ensino das línguas. O tema surgiu a partir de duas questões recorrentes observadas durante a prática de ensino: a integração limitada da competência intercultural nos documentos orientadores nacionais e nos manuais escolares de Português e Inglês; e as dificuldades dos alunos na produção de textos de natureza argumentativa, sobretudo no que se refere à utilização adequada de conectores e à estrutura textual.
Adotou-se a metodologia de investigação-ação para permitir a experimentação e avaliação de práticas pedagógicas que integrem a aprendizagem intercultural com a escrita argumentativa. O enquadramento teórico baseia-se nos trabalhos de Michael Byram (2020), Claire Kramsch (1993) e John Corbett (2022), que definem a competência intercultural como uma combinação de atitudes, conhecimentos e habilidades, desenvolvidos através da consciência crítica cultural. Para estabelecer a relação entre o pensamento crítico e a escrita argumentativa, este estudo segue também o trabalho de Chrisy Rapanta (2019).
Os alunos participaram em tarefas de escrita argumentativa sobre temas interculturais, com o objetivo de avaliar como estas atividades promovem a consciência crítica cultural e, consequentemente, a competência intercultural. Os dados foram analisados qualitativamente segundo o método de Miles e Huberman (1994), envolvendo seleção, redução, codificação, representação e interpretação da informação recolhida.
Os resultados demonstraram que as turmas participantes evidenciaram desenvolvimento da consciência crítica cultural através da produção escrita argumentativa. Considerando que a consciência crítica cultural constitui uma dimensão essencial do modelo de Byram (2020), os resultados confirmam que a prática da escrita argumentativa contribui de forma significativa para o desenvolvimento da competência intercultural no ensino das línguas.
This report, written as part of the Master’s degree in Teaching Portuguese and English for the Third Cycle of Basic Education and Secondary Education, focuses on the production of argumentative texts as a means to develop intercultural competence in language education. The topic emerged from two recurring issues observed during teaching practice: the limited integration of intercultural competence in national guidelines and school textbooks for Portuguese and English teaching, and students’ difficulties in producing argumentative texts, especially regarding the use of appropriate connectors and structure. An action-research methodology was adopted to allow experimentation and assessment of teaching practices that combine intercultural learning with argumentative writing. The theoretical framework draws on Michael Byram (2020), Claire Kramsch (1993), and John Corbett (2022), who define intercultural competence as a combination of attitudes, knowledge, and skills, developed through critical cultural awareness. To establish the connection between critical thinking and argumentative writing, this study also follows the work of Christy Rapanta (2019). Students were assigned argumentative writing tasks on intercultural themes to evaluate how such activities fostered critical cultural awareness and, consequently, intercultural competence. Data were analysed qualitatively using Miles and Huberman’s (1997) method, involving selection, reduction, coding, representation, and interpretation of the data. The results indicated that the participating classes demonstrated the development of critical cultural awareness through written argumentative production. As critical cultural awareness constitutes an essential dimension of Byram’s (2020) model, the findings confirm that the practice of argumentative writing contributes significantly to the development of intercultural competence in language learning.
This report, written as part of the Master’s degree in Teaching Portuguese and English for the Third Cycle of Basic Education and Secondary Education, focuses on the production of argumentative texts as a means to develop intercultural competence in language education. The topic emerged from two recurring issues observed during teaching practice: the limited integration of intercultural competence in national guidelines and school textbooks for Portuguese and English teaching, and students’ difficulties in producing argumentative texts, especially regarding the use of appropriate connectors and structure. An action-research methodology was adopted to allow experimentation and assessment of teaching practices that combine intercultural learning with argumentative writing. The theoretical framework draws on Michael Byram (2020), Claire Kramsch (1993), and John Corbett (2022), who define intercultural competence as a combination of attitudes, knowledge, and skills, developed through critical cultural awareness. To establish the connection between critical thinking and argumentative writing, this study also follows the work of Christy Rapanta (2019). Students were assigned argumentative writing tasks on intercultural themes to evaluate how such activities fostered critical cultural awareness and, consequently, intercultural competence. Data were analysed qualitatively using Miles and Huberman’s (1997) method, involving selection, reduction, coding, representation, and interpretation of the data. The results indicated that the participating classes demonstrated the development of critical cultural awareness through written argumentative production. As critical cultural awareness constitutes an essential dimension of Byram’s (2020) model, the findings confirm that the practice of argumentative writing contributes significantly to the development of intercultural competence in language learning.
Descrição
Palavras-chave
Consciência crítica cultural Pensamento crítico Competência intercultural Ensino de Línguas Escrita argumentativa Critical cultural awareness Critical thinking Intercultural competence Language education Argumentative writing