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O texto literário como veículo de promoção do diálogo intercultural
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Resumo(s)
O Quadro Europeu Comum de Referência para as Línguas (2018) apresenta o aluno como um
agente social do futuro. Esse agente social do futuro deve estar inserido no contexto social e
atuar como parte do processo educativo, encarando a língua não como um simples objeto de
estudo, mas como um veículo essencial para a sua educação. Como tal, é um dever do
professor envolver os alunos no processo de aprendizagem e ajudá-los não apenas aprender
os aspetos formais da língua, mas sim a usá-la em todos os contextos possíveis, e
providenciar um ambiente em que essa aprendizagem seja possível. Se os alunos forem
encarados como seres pluriculturais e plurilinguísticos capazes de observar as diferenças e
semelhanças entre as diferentes línguas e culturas, vão desenvolver as competências
necessárias para se tornarem cidadãos globais. O presente relatório procura perceber como
é que os textos literários podem ser utilizados para promover o diálogo intercultural nas
escolas particularmente no âmbito da educação intercultural. Assim, após dois capítulos que
pretendem enquadrar este tema a nível teórico e também descrever a escola, são
apresentadas quatro Unidades Didáticas para as disciplinas de português e de inglês. Nestas
unidades didáticas foram utilizadas várias metodologias e estratégias para utilizar o texto
literário como veículo de promoção do diálogo intercultural.
The Common European Framework of Reference for Languages (2018) presents the student as a social agent of the future. This future social agent should be integrated into the social world and be part of the educational process, viewing language as a vehicle for education rather than as an object of study. As such, it is the teacher's duty to engage students in the learning process and help them not only learn the formal aspects of the language, but also use it in all possible contexts. The teacher should also provide an environment where such type of learning is possible. If students are seen as pluricultural and plurilingual beings capable of observing the differences and similarities between different languages and cultures, they will develop the necessary skills to become global citizens. This report seeks to understand how literary texts can be used to promote intercultural dialogue in schools (Common European Framework of Reference for Languages, 2018), particularly in the context of intercultural education. Therefore, two chapters will aim to frame this theme at a theoretical level and also describe the school. Afterwards, four Didactic Units for Portuguese and English subjects are presented. In these teaching units, various methodologies and strategies were used to employ the literary text as a vehicle for promoting intercultural dialogue.
The Common European Framework of Reference for Languages (2018) presents the student as a social agent of the future. This future social agent should be integrated into the social world and be part of the educational process, viewing language as a vehicle for education rather than as an object of study. As such, it is the teacher's duty to engage students in the learning process and help them not only learn the formal aspects of the language, but also use it in all possible contexts. The teacher should also provide an environment where such type of learning is possible. If students are seen as pluricultural and plurilingual beings capable of observing the differences and similarities between different languages and cultures, they will develop the necessary skills to become global citizens. This report seeks to understand how literary texts can be used to promote intercultural dialogue in schools (Common European Framework of Reference for Languages, 2018), particularly in the context of intercultural education. Therefore, two chapters will aim to frame this theme at a theoretical level and also describe the school. Afterwards, four Didactic Units for Portuguese and English subjects are presented. In these teaching units, various methodologies and strategies were used to employ the literary text as a vehicle for promoting intercultural dialogue.
Descrição
Palavras-chave
Texto literário Diálogo intercultural Competência intercultural Competência democrática Interculturalidade Literary text Intercultural dialogue Democratic competence Intercultural competence Interculturality