Intercultural intersections in the teaching of Portuguese as an Additional Language in Amazonian context

• Autor(a) principal: Nascimento de Queiroz, Rodrigo
• Data de Publicação: 2023
• Outros Autores: Nelziza Lovera de Florentino, Nádia, Nogueira de Souza, Elen Caroline
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Letras de Hoje (Online)
• Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/44799
• topic: Atividades didáticas; interculturalidade; Português como Língua Adicional; actividades didáticas; interculturalidades; Portugués como Lengua Adicional; didactic activities; interculturalities; Portuguese as an Additional Language.

The intercultural processes manifested in Portuguese as an Additional Language (PAL) educational contexts foster discursive representations in the range of multiple identity nuances in which languages coexist. In line with this pluralistic scenario, the article aims to present an analysis of didactic activities through na interpretative lens based on critical and theoretical reflections, applied in na intermediate class as a language course from an extension program sponsored by a public university in the Occidental Amazon. The analysis is supported by na intercultural perspective (Byram et al., 2002; Candau, 2008, 2013; Walsh, 2001, 2019) in post-globalizing times (Bauman, 2012; Hall, 2011). The data were made up of a set of extracurricular activities from PAL courses in an extension program developed to the community. The didactic activities were applied in the second semester of 2022 through online interactions. The class were composed, mostly by speakers of such countries as Bolivia, Haiti, Peru, Venezuela, among others. To compose the repertoire of analysis, two activities were selected concerning these categories: a) theme; b) tasks procedures; and c) learner’s challenges. Taking into account the analytical aspects, the material interpretations from the activities represent continuous beliefs who learners interrelate with discursive aspects of the target language to their own sociocultural knowledge. Therefore, the application of didactic activities demonstrates that semiotic resources such as images, audio and video potentialize the appreciation of identity representation between “The I and the Other”, followed by a pluralization of meanings to the practice of “Interculturalities”.