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Múltiplos olhares em torno de uma experiência de ensino-aprendizagem de português língua não materna: a perspetiva da (inter) culturalidade e a competência comunicativa intercultural dentro e fora da sala de aula
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Abstract(s)
Enforma o presente artigo um projeto de ensino-aprendizagem do Português Língua
Não Materna (PLNM), designado Português em (Inter)ação, direcionado para o
campo socio-comunicativo-interacional. Pretendemos promover o desenvolvimento da
Competência Comunicativa Intercultural, junto de alunos de Português Língua de
Herança (PLH). Na esteira desta competência estará a Consciência Cultural Crítica
que se almeja num mundo cada vez mais global e interdependente, onde urge a
convivência sã e pacífica.
Pretendemos analisar a evolução da Competência Comunicativa Intercultural nos
alunos, quer face à língua que herdaram dos seus antepassados, a Língua de Herança
(LH), quer face à imagem que lhes foi passada da cultura que a sustenta (estereótipos
e crenças). Visa-se, assim, promover uma maior Consciência Cultural Crítica, assim
como examinar a otimização destas aprendizagens na sequência de interações verbais
reais, em contexto intra e extra-aula. Nesse sentido, ao longo deste artigo, daremos
ênfase a algumas teorias que estão na base da temática da Competência Comunicativa
Intercultural, à medida que formos esquadrinhando algumas das práticas pedagógicas
implementadas para a promover. Com o objetivo de desenvolver estas competências e
tendo em consideração o contexto social de imersão linguística dos alunos, observamos
um conjunto de atividades integradas num módulo a que chamamos Português em
(Inter)ação, que inclui atividades de sala de aula e atividades de campo, ou Trabalho
de Campo (TC). As atividades de campo surgem como recurso didático de excelência,
ajudando os alunos a desenvolverem estratégias de observação e interação autênticas.
Tal como a(s) competência(s) linguística(s) e a(s) comunicativa(s) a desenvolver no
processo de aquisição/aprendizagem da língua, o aluno precisa desenvolver a Competência
Comunicativa Intercultural. Esta consiste na capacidade de negociar significados
culturais e adotar comportamentos comunicativos eficazes em face dessas negociações,
tendo por base a consciência informada desse fenómeno: a Consciência Cultural Crítica
(CCC). Globalmente, este estudo contribui para a exploração da relação intrínseca
entre identidade, aprendizagem cultural e Competência Comunicativa Intercultural
(CCI), num exercício de “vigilância epistemológica”.
This article forms a teaching-learning project of the Portuguese Non-Maternal Language (PLNM), designated Portuguese in (Inter)action, directed to the socio-communicative interactional field. We intend to promote the development of Intercultural Communicative Competence, together with students of Portuguese Heritage Language (PLH). In the wake of this competence will be Critical Cultural Awareness, that aims at an increasingly global and interdependent world, where healthy and peaceful coexistence is urgent. We intend to analyze the evolution of Intercultural Communicative Competence in students, either in view of the language they inherited from their ancestors (Heritage Language), or in view of the image that has been given to them of the culture that sustains it (stereotypes and beliefs). We aim to promote a greater Critical Cultural Awareness and to examine the optimization of these learnings following real verbal interactions, in and out of the classroom context. In this sense, throughout this article, we will emphasize some theories underlying the theme of Intercultural Communicative Competence, as we scan some of the pedagogical practices implemented to promote it. In order to develop these competencies and taking into account the social context of linguistic immersion of students, we observed a set of activities integrated in a module that we call Portuguese in (Inter)action, which includes classroom activities and field activities – Field Work. Field activities emerge as a teaching resource of excellence, helping students to develop authentic observation and interaction strategies. As well as the linguistic competence(s) and communicative skills(s) to be developed in the process of language acquisition/learning, the student needs to develop Intercultural Communicative Competence. This is the ability to negotiate cultural meanings and to adopt effective communicative behaviors following these negotiations, based on the informed awareness of this phenomenon: Critical Cultural Awareness. Globally, this study contributes to explore the intrinsic relationship between identity, cultural learning and Intercultural Communicative Competence, in an exercise of “epistemological surveillance”.
This article forms a teaching-learning project of the Portuguese Non-Maternal Language (PLNM), designated Portuguese in (Inter)action, directed to the socio-communicative interactional field. We intend to promote the development of Intercultural Communicative Competence, together with students of Portuguese Heritage Language (PLH). In the wake of this competence will be Critical Cultural Awareness, that aims at an increasingly global and interdependent world, where healthy and peaceful coexistence is urgent. We intend to analyze the evolution of Intercultural Communicative Competence in students, either in view of the language they inherited from their ancestors (Heritage Language), or in view of the image that has been given to them of the culture that sustains it (stereotypes and beliefs). We aim to promote a greater Critical Cultural Awareness and to examine the optimization of these learnings following real verbal interactions, in and out of the classroom context. In this sense, throughout this article, we will emphasize some theories underlying the theme of Intercultural Communicative Competence, as we scan some of the pedagogical practices implemented to promote it. In order to develop these competencies and taking into account the social context of linguistic immersion of students, we observed a set of activities integrated in a module that we call Portuguese in (Inter)action, which includes classroom activities and field activities – Field Work. Field activities emerge as a teaching resource of excellence, helping students to develop authentic observation and interaction strategies. As well as the linguistic competence(s) and communicative skills(s) to be developed in the process of language acquisition/learning, the student needs to develop Intercultural Communicative Competence. This is the ability to negotiate cultural meanings and to adopt effective communicative behaviors following these negotiations, based on the informed awareness of this phenomenon: Critical Cultural Awareness. Globally, this study contributes to explore the intrinsic relationship between identity, cultural learning and Intercultural Communicative Competence, in an exercise of “epistemological surveillance”.
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Keywords
Português língua de herança Consciência cultural crítica Competência comunicativa intercultural Lusodescendentes madeirenses Migrações Portuguese heritage language Critical cultural awareness Intercultural communicative competence Madeiran lusodescendants Migrations . Faculdade de Artes e Humanidades