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Textos, contextos, eu e o outro
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O estudo que agora se apresenta baseia-se no facto incontornável de que a aprendizagem das línguas proporciona momentos de abertura ao mundo, numa sociedade em permanente mudança, onde se entrecruzam interesses opostos que problematizam a vida pessoal e social dos indivíduos. O ensino das línguas, a materna e as estrangeiras, neste caso o Português e o Espanhol, possibilita uma interação, cooperação e negociação entre o “eu” e o “outro”, capazes de os aproximar em termos de comunicação e de Cidadania.
Para tal, o estudo comporta uma apresentação, a qual se baseia na exploração didática de possíveis textos, cujos contextos, textualmente representados, permitem orientar os alunos para uma reflexão sobre as problemáticas humanas e sociais, a fim de potenciar a observação do mundo e a compreensão da importância da cooperação.
Para o cumprimento deste objetivo contribuem os conceitos de cidadania, identidade e Competência Comunicativa Intercultural, na medida em que é através dos mesmos que se desenvolve a comunicação entre o “eu” e os “outros” e eu e o mundo e se reconhecem / aceitam as diferenças.
Do ponto de vista da didática das línguas, propõe-se um possível percurso de operacionalização da abordagem da LE e LM associado a um modelo que liga receção e produção, com o duplo propósito de desenvolver nos alunos a necessária competência linguística e comunicativa, tendo como pano de fundo situações comunicativas verosímeis, ligadas à interação dos alunos com a sua realidade.
This study is based on the inescapable fact that learning languages provides moments which broaden the student’s horizons about the world in a society of permanent change, in which opposite interests intersect, which problematize the personal and social life of individuals. Learning languages, either the mother tongue or foreign languages, in this case Portuguese and Spanish, enable an interaction, a cooperation and a negotiation between the “self” and the “other” which are able to bring them closer in terms of communication and citizenship. In that sense, the study comprises a presentation of the possible texts which contain the contexts that enable a guidance of the students for a reflection about the human and social problematics which allow them to observe the world and understand the importance of cooperation. The concepts of Citizenship, Identity and Intercultural Communicative Competence contribute to accomplish this goal. It is through these concepts that there is developed the communication between the “self” and the “other”, the “self” and the “world” and how differences are recognized and accepted. Taking into account the perspective of language didactics, a possible path to make operational the approach of the foreign language and mother tongue is proposed. This model connects reception with production with the double purpose of developing the students’ necessary linguistic and communicative competence. It is based on authentic communicative situations associated with the interaction of the students with their reality.
This study is based on the inescapable fact that learning languages provides moments which broaden the student’s horizons about the world in a society of permanent change, in which opposite interests intersect, which problematize the personal and social life of individuals. Learning languages, either the mother tongue or foreign languages, in this case Portuguese and Spanish, enable an interaction, a cooperation and a negotiation between the “self” and the “other” which are able to bring them closer in terms of communication and citizenship. In that sense, the study comprises a presentation of the possible texts which contain the contexts that enable a guidance of the students for a reflection about the human and social problematics which allow them to observe the world and understand the importance of cooperation. The concepts of Citizenship, Identity and Intercultural Communicative Competence contribute to accomplish this goal. It is through these concepts that there is developed the communication between the “self” and the “other”, the “self” and the “world” and how differences are recognized and accepted. Taking into account the perspective of language didactics, a possible path to make operational the approach of the foreign language and mother tongue is proposed. This model connects reception with production with the double purpose of developing the students’ necessary linguistic and communicative competence. It is based on authentic communicative situations associated with the interaction of the students with their reality.
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Textos Contextos Cidadania Identidade Competência Comunicativa Intercultural Texts Contexts Citizenship Identity Intercultural Communicative Competence