La interculturalidad en la enseñanza de español como lengua extranjera en la pasantía

Detalhes bibliográficos
Autor(a) principal: Gileno, Rosângela Sanches da Silveira [UNESP]
Data de Publicação: 2014
Outros Autores: Rocha, Nildiceia Aparecida [UNESP]
Tipo de documento: Artigo
Idioma: spa
Título da fonte: Repositório Institucional da UNESP
Texto Completo: http://seer.fclar.unesp.br/iberoamericana/article/view/6860
http://hdl.handle.net/11449/124765
Resumo: In the contemporary literature on Foreign Language Teaching (LE/L2), is evidence of a trend in education given priority from the sub-focus on socio-cultural competence (HYMES, 1972), mainly with the aim of developing the intercultural competence, that is, the power to know the differences between the culture of the new language and the language in concrete situations and to develop strategies to deal comprehensively with the customs of another culture (Rozenfeld & Vianna, 2011). This process seeks to bring people to a critical analysis of their own language and culture, the concept of otherness and the similarities and differences between nations (MOTTA ROTH, 2003). Under the didactic-pedagogical approach multiculturalism, there is the need to develop new educational proposals and to include studies and researches about this subject in the curricula of teacher education courses. Politically, the proposals of the "Parâmetros Curriculares Nacionais (PCNs)" in Brazil emphasize as targets to be established for the teaching of Spanish as a foreign language (ELE), on average, target content and teaching strategies to develop, in addition to communicative competence, competition also "inter (multi) culture" (BRASIL, 2000). Thus, this paper analyzes the reports of pre-service teachers in the course of Teaching Practice of Spanish Language, the presence of cultural and intercultural approach, verifying didactic-pedagogical treatment that is being expressed in projects and materialized in practices of ELE classroom, in the interior of São Paulo / Brazil.
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spelling La interculturalidad en la enseñanza de español como lengua extranjera en la pasantíaThe intercultural approach in teaching spanish as a foreign language in professional practicesInterculturalismSpanish as a Foreign LanguageTeaching practicesInterculturalidadEspañol como lengua extranjeraPasantía docenteIn the contemporary literature on Foreign Language Teaching (LE/L2), is evidence of a trend in education given priority from the sub-focus on socio-cultural competence (HYMES, 1972), mainly with the aim of developing the intercultural competence, that is, the power to know the differences between the culture of the new language and the language in concrete situations and to develop strategies to deal comprehensively with the customs of another culture (Rozenfeld & Vianna, 2011). This process seeks to bring people to a critical analysis of their own language and culture, the concept of otherness and the similarities and differences between nations (MOTTA ROTH, 2003). Under the didactic-pedagogical approach multiculturalism, there is the need to develop new educational proposals and to include studies and researches about this subject in the curricula of teacher education courses. Politically, the proposals of the "Parâmetros Curriculares Nacionais (PCNs)" in Brazil emphasize as targets to be established for the teaching of Spanish as a foreign language (ELE), on average, target content and teaching strategies to develop, in addition to communicative competence, competition also "inter (multi) culture" (BRASIL, 2000). Thus, this paper analyzes the reports of pre-service teachers in the course of Teaching Practice of Spanish Language, the presence of cultural and intercultural approach, verifying didactic-pedagogical treatment that is being expressed in projects and materialized in practices of ELE classroom, in the interior of São Paulo / Brazil.En la literatura contemporánea sobre didáctica de Lengua Extranjera (LE/L2), se evidencia una tendencia en privilegiarse la enseñanza a partir del enfoque en la sub-competencia socio-cultural (HYMES, 1972), principalmente, con el objetivo de desarrollar en el aprendiz la competencia intercultural, o sea, la competencia para conocer las diferencias entre la cultura de la nueva lengua y la lengua propia en situaciones concretas y para desenvolver estrategias para lidiar de forma comprensiva con las costumbres de la otra cultura (ROZENFELD; VIANNA, 2011). Ese proceso busca llevar el individuo a un análisis crítico de su propia lengua y cultura, de la concepción de alteridad y de las semejanzas y diferencias entre naciones (MOTTA ROTH, 2003). Bajo el enfoque didáctico-pedagógico en la interculturalidad, surge la necesidad de desarrollar nuevas propuestas didácticas y de incluir en los currículos de formación de profesores, cursos e investigaciones en esta área. Políticamente, las propuestas de los “Parâmetros Curriculares Nacionais” en Brasil enfatizan como objetivos a ser establecidos para la enseñanza de Lengua Española como lengua extranjera (ELE), en nivel medio, focalizar contenidos y estrategias didácticas que desarrollen, además de la competencia comunicativa, también la competencia “inter(pluri)cultural.” (BRASIL, 2000). Así, esta comunicación analiza en los informes de las pasantías en la asignatura de Práctica de la Enseñanza de la Carrera de LetrasEspañol, la presencia del enfoque cultural e intercultural, verificando el tratamiento didáctico-pedagógico que está siendo plasmado en proyectos y materializados en prácticas de sala de clase de ELE, en el interior del estado de São Paulo/Brasil.Universidade Estadual Paulista. Faculdade de Ciências e Letras – Departamento de Didática. Araraquara – SP – Brasil. 14800-901Universidade Estadual Paulista. Faculdade de Ciências e Letras – Departamento de Letras Modernas. Araraquara – SP – Brasil. 14800-901Universidade Estadual Paulista. Faculdade de Ciências e Letras – Departamento de Didática. Araraquara – SP – Brasil. 14800-901Universidade Estadual Paulista. Faculdade de Ciências e Letras – Departamento de Letras Modernas. Araraquara – SP – Brasil. 14800-901Universidade Estadual Paulista (Unesp)Gileno, Rosângela Sanches da Silveira [UNESP]Rocha, Nildiceia Aparecida [UNESP]2015-07-15T18:27:40Z2015-07-15T18:27:40Z2014info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article91-101http://seer.fclar.unesp.br/iberoamericana/article/view/6860Revista Ibero-Americana de Estudos em Educação, v. 9, n. 1, p. 91-101, 2014.1982-5587http://hdl.handle.net/11449/124765688985422413717962478757679123680000-0002-9994-5009Currículo Lattesreponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPspaRevista Ibero-Americana de Estudos em Educaçãoinfo:eu-repo/semantics/openAccess2024-06-10T20:06:28Zoai:repositorio.unesp.br:11449/124765Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T17:04:31.724015Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv La interculturalidad en la enseñanza de español como lengua extranjera en la pasantía
The intercultural approach in teaching spanish as a foreign language in professional practices
title La interculturalidad en la enseñanza de español como lengua extranjera en la pasantía
spellingShingle La interculturalidad en la enseñanza de español como lengua extranjera en la pasantía
Gileno, Rosângela Sanches da Silveira [UNESP]
Interculturalism
Spanish as a Foreign Language
Teaching practices
Interculturalidad
Español como lengua extranjera
Pasantía docente
title_short La interculturalidad en la enseñanza de español como lengua extranjera en la pasantía
title_full La interculturalidad en la enseñanza de español como lengua extranjera en la pasantía
title_fullStr La interculturalidad en la enseñanza de español como lengua extranjera en la pasantía
title_full_unstemmed La interculturalidad en la enseñanza de español como lengua extranjera en la pasantía
title_sort La interculturalidad en la enseñanza de español como lengua extranjera en la pasantía
author Gileno, Rosângela Sanches da Silveira [UNESP]
author_facet Gileno, Rosângela Sanches da Silveira [UNESP]
Rocha, Nildiceia Aparecida [UNESP]
author_role author
author2 Rocha, Nildiceia Aparecida [UNESP]
author2_role author
dc.contributor.none.fl_str_mv Universidade Estadual Paulista (Unesp)
dc.contributor.author.fl_str_mv Gileno, Rosângela Sanches da Silveira [UNESP]
Rocha, Nildiceia Aparecida [UNESP]
dc.subject.por.fl_str_mv Interculturalism
Spanish as a Foreign Language
Teaching practices
Interculturalidad
Español como lengua extranjera
Pasantía docente
topic Interculturalism
Spanish as a Foreign Language
Teaching practices
Interculturalidad
Español como lengua extranjera
Pasantía docente
description In the contemporary literature on Foreign Language Teaching (LE/L2), is evidence of a trend in education given priority from the sub-focus on socio-cultural competence (HYMES, 1972), mainly with the aim of developing the intercultural competence, that is, the power to know the differences between the culture of the new language and the language in concrete situations and to develop strategies to deal comprehensively with the customs of another culture (Rozenfeld & Vianna, 2011). This process seeks to bring people to a critical analysis of their own language and culture, the concept of otherness and the similarities and differences between nations (MOTTA ROTH, 2003). Under the didactic-pedagogical approach multiculturalism, there is the need to develop new educational proposals and to include studies and researches about this subject in the curricula of teacher education courses. Politically, the proposals of the "Parâmetros Curriculares Nacionais (PCNs)" in Brazil emphasize as targets to be established for the teaching of Spanish as a foreign language (ELE), on average, target content and teaching strategies to develop, in addition to communicative competence, competition also "inter (multi) culture" (BRASIL, 2000). Thus, this paper analyzes the reports of pre-service teachers in the course of Teaching Practice of Spanish Language, the presence of cultural and intercultural approach, verifying didactic-pedagogical treatment that is being expressed in projects and materialized in practices of ELE classroom, in the interior of São Paulo / Brazil.
publishDate 2014
dc.date.none.fl_str_mv 2014
2015-07-15T18:27:40Z
2015-07-15T18:27:40Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://seer.fclar.unesp.br/iberoamericana/article/view/6860
Revista Ibero-Americana de Estudos em Educação, v. 9, n. 1, p. 91-101, 2014.
1982-5587
http://hdl.handle.net/11449/124765
6889854224137179
6247875767912368
0000-0002-9994-5009
url http://seer.fclar.unesp.br/iberoamericana/article/view/6860
http://hdl.handle.net/11449/124765
identifier_str_mv Revista Ibero-Americana de Estudos em Educação, v. 9, n. 1, p. 91-101, 2014.
1982-5587
6889854224137179
6247875767912368
0000-0002-9994-5009
dc.language.iso.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv Revista Ibero-Americana de Estudos em Educação
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 91-101
dc.source.none.fl_str_mv Currículo Lattes
reponame:Repositório Institucional da UNESP
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Repositório Institucional da UNESP
collection Repositório Institucional da UNESP
repository.name.fl_str_mv Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv
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