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Advisor(s)
Abstract(s)
O mundo, tal como o percecionamos, está construído sobre ideias preconcebidas
fundamentadas em experiências, opiniões e visões de factos, situações e
acontecimentos. Este imaginário social, coletivo ou individual, direciona o nosso
pensamento para a conotação ou denotação de culturas e/ou hábitos culturais.
Em culturas tão próximas como as latinas, o imaginário social até pode ser bastante
similar principalmente nas zonas raianas. Muitos dos estereótipos são inspirados em
histórias tradicionais orais ou escritas e, apesar de permanecerem de forma oculta
podem, de uma forma ou outra, manifestar-se hoje em dia.
Desta forma, decidiu-se validar a preponderância do estereótipo oculto no texto na
sua repercussão no aluno, com um grupo de vinte e seis alunos do sétimo ano de uma
escola privada do concelho da Maia.
Este desafio de trabalhar o estereótipo cultural na aula de língua estrangeira implica
um papel ativo do professor no desenvolvimento da competência sociocultural e na
desconstrução de ideias enraizadas pelos vários agentes da sociedade.
Neste sentido, o presente relatório coordena os princípios da profissionalidade
docente com a Educação em línguas e a Prática Educativa.
The world, as perceived, is built on preconceived ideas based on experience, opinion and vision of facts, situations and events. This social imaginary, collective or individual, aims our thoughts for the connotation or denotation of cultures or social habits. In cultures so close together as the latines, the social imaginary might even be quite similar in bordered areas. A lot of stereotypes are inspired in traditional oral or written stories and although they remain occult, they can reveal themselves nowadays. It has been decided to validate the influence of the hidden stereotype in the text on twenty six seventh graders of a private school in Maia. The challenge of working the cultural stereotype in a foreign language class implies an active role of the teacher in developing the sociocultural competence and the deconstruction of ideas rooted socially. Bearing this in mind, the current report coordinates the elements of being a Professional Teacher with Language Education and Teacher Training.
The world, as perceived, is built on preconceived ideas based on experience, opinion and vision of facts, situations and events. This social imaginary, collective or individual, aims our thoughts for the connotation or denotation of cultures or social habits. In cultures so close together as the latines, the social imaginary might even be quite similar in bordered areas. A lot of stereotypes are inspired in traditional oral or written stories and although they remain occult, they can reveal themselves nowadays. It has been decided to validate the influence of the hidden stereotype in the text on twenty six seventh graders of a private school in Maia. The challenge of working the cultural stereotype in a foreign language class implies an active role of the teacher in developing the sociocultural competence and the deconstruction of ideas rooted socially. Bearing this in mind, the current report coordinates the elements of being a Professional Teacher with Language Education and Teacher Training.
Description
Keywords
Cultura Estereótipo Imaginário social Competência sociocultural Culture Stereotype Social imaginary sociocultural competence
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação