Perspectiva intercultural de ensino e de aprendizagem na atuação docente de professores de linguagens

Mtazamo wa kiutamaduni katika ufundishaji na ujifunzaji katika utendaji wa walimu wa lugha

Abstract

This article analyzes how concepts of literacy, linked to a critical intercultural perspective, can contribute to the language practices employed by teachers in the Language area at the Federal Institute of Education, Science, and Technology of Bahia (IF Baiano), Governador Mangabeira campus. Situated within the field of Applied Linguistics, the text is based on the premises of contemporary literacy studies, and also encompasses the pedagogical proposal of multiliteracies and interculturality as an educational approach. In this sense, we understand language as a situated social practice, marked historically and ideologically. A qualitative approach is adopted, with preliminary exploratory information generated through a questionnaire applied to Language area teachers working in basic, technical, and technological education at the research site.The information produced was analyzed in light of Discursive Textual Analysis (DTA), allowing for the construction of emergent analytical categories based on teachers' discourses. The results indicate that teachers recognize the need to expand language practices beyond the traditional focus on reading and writing in the graphic code. However, we observed the coexistence of practices still marked by the autonomous literacy model, which may indicate tensions between innovative discourses and traditional ways of implementing language teaching and learning. Regarding cultural diversity, preliminary information reveals that, although there is recognition of the importance of considering students' sociocultural repertoires, interculturality tends to be addressed in a sporadic manner, without being consolidated as a structuring principle of pedagogical work. It is concluded that the articulation between language practices in the social context and interculturality shows potential for the development of a more critical, inclusive, and culturally sensitive teaching practice.