As fronteiras da ação intercultural na concepção de uma proposta de ensino-aprendizagem de português como língua adicional
This research is focused on the development and analysis of a Portuguese as an Additional Language (PLA) course originally conducted in partnership with English to Trans-form, a free-of-charge language teaching project for the LGBTI+ community in Greater São Paulo area, and with Casa 1, a shelter ho...
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| Tipo de documento: | dissertação |
| Estado: | Versão publicada |
| Data de publicação: | 2023 |
| País: | Brasil |
| Recursos: | Universidade Federal de Minas Gerais (UFMG) |
| Repositório: | Repositório Institucional da UFMG |
| Idioma: | português |
| OAI Identifier: | oai:repositorio.ufmg.br:1843/58890 |
| Acesso em linha: | http://hdl.handle.net/1843/58890 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Agonismo Fenomenologia LGBTI+ Português como língua adicional PLA Língua portuguesa – Estudo e ensino – Falantes estrangeiros Aquisição da segunda linguagem Minorias sexuais Interculturalidade |
| Resumo: | This research is focused on the development and analysis of a Portuguese as an Additional Language (PLA) course originally conducted in partnership with English to Trans-form, a free-of-charge language teaching project for the LGBTI+ community in Greater São Paulo area, and with Casa 1, a shelter home for socially vulnerable LGBTI+ people in the capital. Through the creation of a website www.migraportucast.com, a repository of phenomenological-existential interviews (RANIERI; BARREIRA, 2010) with migrants, self-instructional materials were developed and analyzed, anchored in three fundamental theoretical pillars, namely: (1) agonistic democracy, "aimed at normalizing conflicts, creating channels for the expression of political emotions, and generating opportunities for the emergence of new subjectivities" (SANT et al, 2020, p. 14); (2) critical interculturality, conceived less as the meeting of prototypical subjects of a given culture, and more as agents engaged in singular dialogical experiences (FERRI, 2018); and (3) postmodern views of curriculum and curriculum planning, seen by Doll Junior (1997, p. 178) as: "open-ended, non-deterministic [...] that arises through the action and interaction of participants." Two worksheets based on the principles described above have been developed, and verified their contribution towards the education of political opponents (RUITENBERG, 2018), as opposed to a view of interculturality as a means of conflict mediation (BYRAM, 2012; JAMES, 1999). |
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