Portuguese as an Additional Language, teaching and culture: reflections on teacher education for mediation and cultural sensitivity

Authors

DOI:

https://doi.org/10.15448/2178-3640.2019.1.32647

Keywords:

Culture, Interculturality, Portuguese as an Adittional Language, Teacher Education.

Abstract

This article presents the results of a research that sought to investigate and discuss the experience of a group of PLA (Portuguese as an Additional Language) student-teachers while working at an extension course and their training to approach cultural themes within a conception of cultural mediation (Manaa, 2009). This research was based on a qualitative and interpretative approach whose focus was on recognizing, analyzing and understanding the way cultural knowledge is developed taking into account the teaching of foreign language, cultural diversity, and cultural intermediation. Data was generated through written narratives and the analysis was conducted in a way to identify the perception of the studentteachers about their own approaches and readiness towards cultural mediation on a daily basis. As a result, we concluded that, although not realizing that they have undergone training to such issues (cultural education, interculturality, and cultural mediation), they are able to reflect, position themselves and mediate cultural themes in a sensitive manner.

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Author Biographies

Glauber Heitor Heitor Sampaio, Universidade Estadual de Campinas

Institudo de Estudos da Linguagem

Luana Rodrigues, Universidade Federal de Viçosa

Departamento de Letras

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Published

2019-08-01

How to Cite

Heitor Sampaio, G. H., & Rodrigues, L. (2019). Portuguese as an Additional Language, teaching and culture: reflections on teacher education for mediation and cultural sensitivity. BELT - Brazilian English Language Teaching Journal, 10(1), e32647. https://doi.org/10.15448/2178-3640.2019.1.32647

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