A carregar...
Publicação
O uso de materiais audiovisuais para o desenvolvimento da competência intercultural na aula de língua estrangeira
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 6.22 MB | Adobe PDF |
Autores
Resumo(s)
O presente relatório relata o trabalho desenvolvido no âmbito da Prática de Ensino
Supervisionada (PES), realizada no Agrupamento de Escolas João de Barros (Corroios), no ano letivo
2022/2023. Inserida no Mestrado em Ensino de Inglês e de Língua Estrangeira no 3º Ciclo do Ensino
Básico e no Ensino Secundário, a PES foi desenvolvida sob o tema “O uso de materiais audiovisuais
para o desenvolvimento da competência intercultural na sala de aula de língua estrangeira”. Assim,
primeiramente, contextualizaram-se as questões relativas à competência intercultural e aos
materiais audiovisuais e em seguida, foi descrito o trabalho realizado no âmbito do projeto de
investigação-ação desenvolvido, refletindo criticamente sobre os resultados obtidos.
Apesar dos vários estudos que têm surgido, a competência intercultural continua a não ser
consensual devido à sua complexidade. Embora no contexto internacional seja abordado
frequentemente, no contexto nacional não se verifica o mesmo, contribuindo para a relutância da
sua abordagem por parte dos professores de língua estrangeira nas suas salas de aula.
O projeto de investigação-ação desenvolvido, que pretende acima de tudo, colmatar esta
problemática, criou estratégias que articulassem as perspetivas Holliday (1999) e de Byram (1997,
2020) através do uso de materiais audiovisuais como principal recurso didático. Desta forma, o
projeto procurou desenvolver no aluno as comportamentos e ferramentas que caracterizam o
falante intercultural, e fomentar uma postura reflexiva em relação a diferentes realidades
socioculturais, incluindo a(s) sua(s).
A análise dos dados recolhidos antes e durante a intervenção didático-pedagógica, indica que a
esta foi bem-sucedida. Todos os objetivos estabelecidos foram atingidos, demonstrando a eficácia
das estratégias adotadas para promover o desenvolvimento da competência intercultural dos alunos.
The following report aims to describe the work carried out under the Supervised Teaching Practice, at Agrupamento de Escolas João de Barros, during the 2022/2023 school year. As a part of the Master's Degree in Ensino de Inglês e de Língua Estrangeira no 3º Ciclo do Ensino Básico e no Ensino Secundário, the Supervised Teaching Practice was developed under the theme “The use of audiovisual materials for the development of intercultural competence in the foreign language classroom”. Thus, a theoretical contextualization of issues related to intercultural competence and audiovisual materials was made, followed by a description of the work carried out within the actionresearch project, with a critical reflection on the results obtained. Despite the numerous studies on this topic that have emerged, intercultural competence remains a topic of debate due to its complexity. Although it is frequently addressed in international contexts, the same abundance is not observed in the national context, contributing to the reluctance among foreign language teachers to incorporate intercultural approaches in their classrooms. The following action-research project, that aimed primarily at addressing this issue created strategies that integrated the perspectives Holliday (1999) and Byram (2020) with the use of audiovisual materials as the main teaching resource. As such, the project sought to develop in students the behaviours and tools that characterize the intercultural speaker, fostering a reflective and critical attitude toward different sociocultural realities, including their own. The comparison of data collected before and during the didactic-pedagogical intervention indicates that the intervention was successful. All objectives that were established were achieved, demonstrating the effectiveness of the strategies adopted to promote the development of students' intercultural competence.
The following report aims to describe the work carried out under the Supervised Teaching Practice, at Agrupamento de Escolas João de Barros, during the 2022/2023 school year. As a part of the Master's Degree in Ensino de Inglês e de Língua Estrangeira no 3º Ciclo do Ensino Básico e no Ensino Secundário, the Supervised Teaching Practice was developed under the theme “The use of audiovisual materials for the development of intercultural competence in the foreign language classroom”. Thus, a theoretical contextualization of issues related to intercultural competence and audiovisual materials was made, followed by a description of the work carried out within the actionresearch project, with a critical reflection on the results obtained. Despite the numerous studies on this topic that have emerged, intercultural competence remains a topic of debate due to its complexity. Although it is frequently addressed in international contexts, the same abundance is not observed in the national context, contributing to the reluctance among foreign language teachers to incorporate intercultural approaches in their classrooms. The following action-research project, that aimed primarily at addressing this issue created strategies that integrated the perspectives Holliday (1999) and Byram (2020) with the use of audiovisual materials as the main teaching resource. As such, the project sought to develop in students the behaviours and tools that characterize the intercultural speaker, fostering a reflective and critical attitude toward different sociocultural realities, including their own. The comparison of data collected before and during the didactic-pedagogical intervention indicates that the intervention was successful. All objectives that were established were achieved, demonstrating the effectiveness of the strategies adopted to promote the development of students' intercultural competence.
Descrição
Palavras-chave
Competência intercultural Materiais audiovisuais Holliday (1999) Byram (2020) Intervenção prático-pedagógica Intercultural competence Audiovisual materials Didactic-pedagogical intervention