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Educação para a Cidadania Intercultural na Aula de Língua Estrangeira através da Literatura e dos Videojogos
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Para o World Economic Forum (2020), os sistemas de ensino ocupam um lugar privilegiado na formação dos cidadãos globais ou, como aponta o Common European Framework of Reference for Languages: Learning, Teaching, Assessment – Companion Volume (2018), dos agentes sociais do futuro. Como tal, é imperativo que esses sistemas de ensino promovam competências humanísticas como as que se relacionam com as dimensões sócio emocional e criativa, ao invés de somente fomentarem modos passivos de aprendizagem assentes na memorização. O presente relatório procura perceber se a conjugação de textos literários e jogos digitais se pode demonstrar benéfica no desenvolvimento de tais competências (tal como descritas pelo Reference Framework of Competences for Democratic Culture, 2018), particularmente no âmbito da educação para a cidadania intercultural. Por conseguinte, após dois capítulos dedicados a compreender algumas noções teóricas e a descrever a Escola Secundária D. João II, são apresentados os quatro projectos de educação para a cidadania intercultural desenvolvidos ao longo das Práticas de Ensino Supervisionadas de Inglês e de Espanhol. Durante estes projectos utilizaram-se obras literárias e videojogos (nomeadamente games-for-change) e procurou-se aferir se o contacto dos alunos com aqueles, no contexto da educação para a cidadania intercultural, lhes permitiu desenvolver as competências humanísticas mencionadas. De um modo geral, ainda que as respostas dos estudantes aos textos literários e aos jogos digitais utilizados tenham sido maioritariamente positivas e lhes tenham permitido desenvolver as competências referidas, não se devem descurar outras questões, como o tempo disponível para trabalhar com os alunos e a dimensão afectiva.
According to the World Economic Forum (2020), school systems around the world play a critical role in preparing the global citizens, or, as the Common European Framework of Reference for Languages: Learning, Teaching, Assessment– Companion Volume (2018) puts it, social agents of the future. It is essential that these school systems promote humanistic competences such as those related to the socio-emotional and creative domains, instead of merely promoting passive forms of learning which rely heavily on memorization. The following report tries to understand if literary texts and digital games can help learners acquire those same competences, as they have been described by the Reference Framework of Competences for Democratic Culture (2018), specifically in the context of intercultural citizenship education. As a result, after addressing the key features of Escola Secundária D. João II and the theoretical concepts underlying this report, the four different intercultural citizenship education projects developed during the school year 2021-2022 are described in detail. Throughout these projects, literary works and video games (namely games-for-change) were used and there was an attempt to understand if students were or not able to develop the competences mentioned. All in all, even though learner’s responses to the literary texts and digital games were overwhelmingly positive, allowing them to develop these humanistic competences, other factors played a key role, such as the allotted time to work with the students and affective factors.
According to the World Economic Forum (2020), school systems around the world play a critical role in preparing the global citizens, or, as the Common European Framework of Reference for Languages: Learning, Teaching, Assessment– Companion Volume (2018) puts it, social agents of the future. It is essential that these school systems promote humanistic competences such as those related to the socio-emotional and creative domains, instead of merely promoting passive forms of learning which rely heavily on memorization. The following report tries to understand if literary texts and digital games can help learners acquire those same competences, as they have been described by the Reference Framework of Competences for Democratic Culture (2018), specifically in the context of intercultural citizenship education. As a result, after addressing the key features of Escola Secundária D. João II and the theoretical concepts underlying this report, the four different intercultural citizenship education projects developed during the school year 2021-2022 are described in detail. Throughout these projects, literary works and video games (namely games-for-change) were used and there was an attempt to understand if students were or not able to develop the competences mentioned. All in all, even though learner’s responses to the literary texts and digital games were overwhelmingly positive, allowing them to develop these humanistic competences, other factors played a key role, such as the allotted time to work with the students and affective factors.
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Palavras-chave
Literatura Jogos digitais Interculturalidade Educação para a cidadania intercultural Línguas estrangeiras Investigação em acção Reference Framework of Competences for Democratic Culture Literature Digital games Interculturality Intercultural citizenship education Foreign languages Action research