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Lecturas interculturales de los textos literarios: representaciones de las relaciones ibéricas en el aulauniversitaria de Español como Lengua Extranjera
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Orientador(es)
Resumo(s)
Con la presente tesis doctoral, centrada en las relaciones entre el texto literario y la
dimensión intercultural, pretendemos investigar prácticas de enseñanza en torno a la
formación de hablantes interculturales en el aula de español como lengua extranjera en la
enseñanza superior en Portugal, así como ampliar el conjunto de materiales didácticos que
promueven los principios de la educación intercultural en el ámbito de la enseñanza de LE.
Nuestro trabajo gira en torno a la lectura de textos literarios como vehículo de
representaciones culturales que circulan en el discurso de varias comunidades de hablantes y
que reflejan vínculos entre lenguas y culturas. Tanto la consciencia sobre las imágenes que
emergen de los textos como su revisión crítica desempeñan un papel crucial en la
comunicación intercultural, debido a que ambos procesos, el de lectura de textos literarios y el
de aprendizaje intercultural, funcionan de modo semejante: movilizando imágenes mentales
–a menudo problemáticas– de otras comunidades y de nosotros mismos como parte de estas e
incluyendo factores afectivos y cognitivos. Sin embargo, todos estos aspectos no se recogen
satisfactoriamente en la creación de materiales didácticos para alumnos lusohablantes.
Con una metodología de investigación en acción, nos proponemos analizar cómo se
produce la negociación de imágenes en el aula de ELE desde la pedagogía centrada en el
lector que nos ofrece la teoría de la recepción. Buscamos investigar de qué manera la
discusión crítica de estas representaciones puede contribuir para la formación de hablantes
interculturales. Nuestro propósito fundamental es enriquecer el conocimiento empírico sobre
la didáctica de ELE en el ámbito de la enseñanza superior en Portugal y aportar sugerencias
para la explotación didáctica de textos literarios en el aula de ELE.
Como resultados principales de un estudio de caso realizado en la FCSH de la UNL,
destacamos el potencial del texto literario para cuestionar implícitos y comunicar de forma
consciente en lo que respecta a las relaciones interculturales, confirmamos que la literatura
contribuye al desarrollo de la consciencia cultural crítica a través de la identificación y
problematización de las representaciones en el aula de ELE y constatamos que el aprendizaje
intercultural, al igual que el proceso de lectura, no tiene efectos inmediatos y apela al carácter
provisional de la interpretación, reclama tiempo y nunca llega a completarse del todo. En
definitiva, esta investigación nos conduce a pensar en la literatura como instrumento
privilegiado para la comprensión crítica de la diversidad y de las relaciones entre culturas en
el mundo contemporáneo, una comprensión a la que no puede ser ajeno el ámbito de
aprendizaje de lenguas extranjeras.
With this doctoral thesis, which is focused on the relationships between the literary text and the intercultural dimension, we intend to investigate teaching practices in the learning process of intercultural speakers in the teaching of Spanish as a foreign language in Portugal, as well as to add to the set of teaching materials that promote the principles of intercultural education in the field of foreign language education. Our work revolves around reading literary texts as a vehicle for cultural representations that abound in the discourse of various communities of speakers and which reflect links between languages and cultures. Both the awareness of the images that emerge from the texts as well as their critical revision play a crucial role in intercultural communication, because both processes, the reading of literary texts and that of intercultural learning, work in a similar way: mobilizing mental images – often problematic – of other communities and ourselves as part of these and including affective and cognitive factors. However, all these aspects are not satisfactorily reflected in the creation of teaching materials for Portuguese-speaking students. With a hands-on, action-based research methodology, we aim to analyze how the negotiation of images in the ELE classroom takes place with a reader-centered pedagogy offered by Reader-Response Criticism. We seek to investigate how critical discussion of these representations can contribute to the learning process of intercultural speakers. Our fundamental purpose is to enrich empirical knowledge about ELE didactics in the field of higher education in Portugal and to provide suggestions for the didactic exploration of literary texts in the ELE classroom. The main conclusions of a case study conducted in the FCSH at UNL highlight the potential of the literary text to question values and beliefs and consciously communicate with regard to intercultural relations. Moreover, we confirm that literature contributes to the development of critical cultural awareness through the identification and problematization of representations in the ELE classroom. Furthermore, we find that intercultural learning, like the reading process, has no immediate effect and draws on the provisional nature of the interpretation. It also demands time and never reaches the stage of total completion. In short, this research leads us to think of literature as a privileged instrument for the critical understanding of diversity and relationships between cultures in the contemporary world, an understanding which the field of foreign language learning cannot distant itself from.
With this doctoral thesis, which is focused on the relationships between the literary text and the intercultural dimension, we intend to investigate teaching practices in the learning process of intercultural speakers in the teaching of Spanish as a foreign language in Portugal, as well as to add to the set of teaching materials that promote the principles of intercultural education in the field of foreign language education. Our work revolves around reading literary texts as a vehicle for cultural representations that abound in the discourse of various communities of speakers and which reflect links between languages and cultures. Both the awareness of the images that emerge from the texts as well as their critical revision play a crucial role in intercultural communication, because both processes, the reading of literary texts and that of intercultural learning, work in a similar way: mobilizing mental images – often problematic – of other communities and ourselves as part of these and including affective and cognitive factors. However, all these aspects are not satisfactorily reflected in the creation of teaching materials for Portuguese-speaking students. With a hands-on, action-based research methodology, we aim to analyze how the negotiation of images in the ELE classroom takes place with a reader-centered pedagogy offered by Reader-Response Criticism. We seek to investigate how critical discussion of these representations can contribute to the learning process of intercultural speakers. Our fundamental purpose is to enrich empirical knowledge about ELE didactics in the field of higher education in Portugal and to provide suggestions for the didactic exploration of literary texts in the ELE classroom. The main conclusions of a case study conducted in the FCSH at UNL highlight the potential of the literary text to question values and beliefs and consciously communicate with regard to intercultural relations. Moreover, we confirm that literature contributes to the development of critical cultural awareness through the identification and problematization of representations in the ELE classroom. Furthermore, we find that intercultural learning, like the reading process, has no immediate effect and draws on the provisional nature of the interpretation. It also demands time and never reaches the stage of total completion. In short, this research leads us to think of literature as a privileged instrument for the critical understanding of diversity and relationships between cultures in the contemporary world, an understanding which the field of foreign language learning cannot distant itself from.
Descrição
Palavras-chave
Español como lengua extranjera Educación intercultural Didáctica del texto literario Imagología Investigación en acción Teoría de la recepción Enseñanza superior Spanish as a Second Language, Intercultural Education Literary Texts Imagology Action Research Reader-Response Criticism Higher Education