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Advisor(s)
Abstract(s)
Esta investigação parte duma preocupação em perceber a importância que é dada à abordagem da cultura no contexto de ensino-aprendizagem e se esta promove a Competência Comunicativa Intercultural (Byram, 1997) nos alunos, contribuindo, assim, para o preconizado nos documentos e recomendações das instituições europeias. São estas diretrizes que regem também os programas nacionais orientadores do ensino de línguas estrangeiras, aqui representadas pelas Metas Curriculares de Inglês para o 1.º Ciclo do Ensino Básico.
Sabendo do papel que o manual didático desempenha enquanto recurso educativo, descobrir se a conceção do mesmo está ao serviço do designado no Domínio Intercultural das Metas Curriculares constitui um dos nossos objetivos. Saber quais os aspetos culturais (mais) contemplados segundo o modelo de iceberg cultural (Brake, 1995; Hall, 1975) e como são abordados (Kramsch, 1996) são também objetivos deste estudo, bem como tentar proporcionar uma visão de que os manuais são também recursos formativos para o professor (Roegiers, 1998), na medida em que podem ser reinventados.
Utilizamos uma metodologia essencialmente qualitativa (Vilela, 2009) para fazer a recolha e leitura dos dados numa base dialógica e concebemos instrumentos de análise com base nos nossos autores de referência. Como resultados dessa investigação, salientamos o facto de nem todos os manuais espelharem a totalidade dos descritores das Metas Curriculares e a noção de que uns são mais adequados que outros, quer na adequação quer na quantidade de atividades propostas, à promoção de abordagens interculturais na aula de inglês.
Esperamos poder contribuir para a importância de uma reflexão cuidada na adoção deste instrumento de trabalho e sensibilizar para as inúmeras possibilidades de redescoberta do manual e de complementação com outros recursos autênticos.
This investigation comes from a concern on understanding the importance that is given to the cultural approach in the teaching and learning process and if it promotes the Intercultural Communicative Competence in students (Byram, 1997), thus contributing to what is aimed in the official documents and recommendations of European institutions. These orientations also guide the national programmes here represented by English Curriculum Goals for Primary School Teaching. Being aware of the role textbooks assume as educational resources, finding out if their conception accomplishes those established goals is one of our aims. Getting to know which cultural aspects, they focus more, based on the cultural iceberg model (Brake, 1995; Hall, 1975), and how that approach is made (Kramsch, 1996) are also aims of this study, as well as trying to provide a vision that textbooks can be taken as formative tools for teachers (Roegiers, 1998), since they can be reinvented. We used a mainly qualitative methodology (Vilela, 2009) to collect and analyse the data on a dialogical view and created tools based on our reference authors. As a result, we underline the fact that, not all the textbooks reflect all the goals previewed in the national official document and some can be seen as more adequate and consistent than others in what concerns the quality and quantity of activities proposed, aiming the development of intercultural approaches in the English lesson. We hope we can contribute to the awareness of how important a reflexion and accurate analysis is when it comes the time to choose a textbook, as well as underlining the vast range of possibilities to rediscover it as well as considering the use of authentic materials.
This investigation comes from a concern on understanding the importance that is given to the cultural approach in the teaching and learning process and if it promotes the Intercultural Communicative Competence in students (Byram, 1997), thus contributing to what is aimed in the official documents and recommendations of European institutions. These orientations also guide the national programmes here represented by English Curriculum Goals for Primary School Teaching. Being aware of the role textbooks assume as educational resources, finding out if their conception accomplishes those established goals is one of our aims. Getting to know which cultural aspects, they focus more, based on the cultural iceberg model (Brake, 1995; Hall, 1975), and how that approach is made (Kramsch, 1996) are also aims of this study, as well as trying to provide a vision that textbooks can be taken as formative tools for teachers (Roegiers, 1998), since they can be reinvented. We used a mainly qualitative methodology (Vilela, 2009) to collect and analyse the data on a dialogical view and created tools based on our reference authors. As a result, we underline the fact that, not all the textbooks reflect all the goals previewed in the national official document and some can be seen as more adequate and consistent than others in what concerns the quality and quantity of activities proposed, aiming the development of intercultural approaches in the English lesson. We hope we can contribute to the awareness of how important a reflexion and accurate analysis is when it comes the time to choose a textbook, as well as underlining the vast range of possibilities to rediscover it as well as considering the use of authentic materials.
Description
Keywords
Competência Comunicativa Intercultural Cultura Iceberg cultural Manual escolar Aula de língua estrangeira Intercultural Communicative Competence Culture Cultural iceberg Textbooks Foreign language class
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação