Intercultural intersections in the teaching of Portuguese as an Additional Language in Amazonian context

Authors

DOI:

https://doi.org/10.15448/1984-7726.2023.1.44799

Keywords:

didactic activities, interculturalities, Portuguese as an Additional Language.

Abstract

The intercultural processes manifested in Portuguese as an Additional Language (PAL) educational contexts foster discursive representations in the range of multiple identity nuances in which languages coexist. In line with this pluralistic scenario, the article aims to present an analysis of didactic activities through na interpretative lens based on critical and theoretical reflections, applied in na intermediate class as a language course from an extension program sponsored by a public university in the Occidental Amazon. The analysis is supported by na intercultural perspective (Byram et al., 2002; Candau, 2008, 2013; Walsh, 2001, 2019) in post-globalizing times (Bauman, 2012; Hall, 2011). The data were made up of a set of extracurricular activities from PAL courses in an extension program developed to the community. The didactic activities were applied in the second semester of 2022 through online interactions. The class were composed, mostly by speakers of such countries as Bolivia, Haiti, Peru, Venezuela, among others. To compose the repertoire of analysis, two activities were selected concerning these categories: a) theme; b) tasks procedures; and c) learner’s challenges. Taking into account the analytical aspects, the material interpretations from the activities represent continuous beliefs who learners interrelate with discursive aspects of the target language to their own sociocultural knowledge. Therefore, the application of didactic activities demonstrates that semiotic resources such as images, audio and video potentialize the appreciation of identity representation between “The I and the Other”, followed by a pluralization of meanings to the practice of “Interculturalities”.

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Author Biographies

Rodrigo Nascimento de Queiroz, Universidade Federal de Rondônia (Unir), Porto Velho, RO, Brasil.

PhD in Linguistic Studies from the São Paulo State University “Júlio de Mesquita Filho” (UNESP),in São José do Rio Preto, SP, Brazil. Master in Language Studies from the Federal University of Rio Grande do Norte (UFRN), Natal, RN, Brazil. Graduated in English Language and Literature. Professor and researcher at the Department of Foreign Languages ​​– DALE at the Federal University of Rondônia (Unir), in Porto Velho, RO, Brazil.

Nádia Nelziza Lovera de Florentino, Universidade Federal de Rondônia (Unir), Porto Velho, RO, Brasil

PhD in Literature from the Universidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP), in Assis, SP. Brazil; Master in Literary Studies from the University Federal District of Mato Grosso do Sul (UFMS), in Três Lagoas, MS, Brazil. Graduated in Literature - Qualification Portuguese Language, Spanish Language and Respective Literatures. Adjunct professor at the Department of Foreign Languages ​​at the Federal University of Rondônia (Unir), in Porto Velho, RO, Brazil; and teacher at Academic Master's Degree in Literature at the same institution. Leader of the Linguistic, Literary and Sociocultural (GELLSO).

 

Elen Caroline Nogueira de Souza, Universidade Federal de Rondônia (Unir), Porto Velho, RO, Brasil.

Student of the Department's Spanish Literature course of Foreign Languages ​​– DALE at the University Federal do Rondônia (Unir), in Porto Velho, RO, Brazil. Scientific Initiation Scholarship – CNPQ.

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Published

2023-11-29

How to Cite

Nascimento de Queiroz, R., Nelziza Lovera de Florentino, N., & Nogueira de Souza, E. C. (2023). Intercultural intersections in the teaching of Portuguese as an Additional Language in Amazonian context. Letras De Hoje, 58(1), e44799. https://doi.org/10.15448/1984-7726.2023.1.44799

Issue

Vol. 58 No. 1 (2023): Single Volume

Section

Dossier: Teaching Portuguese as an Additional Language (PLA)

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