A disciplina de Língua Inglesa no Ensino Médio Integrado: perspectivas de desenvolvimento de uma consciência intercultural crítica

Abstract

At present, English language teaching has demanded some reconfigurations, mainly discussing the proposal of a more critical language teaching. In this new context of teaching-learning, it yearns for conscious pedagogical practices committed to a critical project anchored by the conception of language as culture in order to enable the formation of citizens empowered by a critical intercultural awareness in the integrated high school of Federal Institutes. It is presented as guiding question in this investigative work: What conceptions of English language teaching can anchor pedagogical practices capable of contributing to the development of a critical intercultural awareness in the integrated high school of a Federal Institute? Thus, we sought to understand the various conceptions that cross the teaching of English language in integrated high school of a Federal Institute from the pedagogical practices presented by the narratives, with emphasis on the possibility of developing a critical intercultural awareness. The theoretical framework that guides this research is represented by the studies by Kramsch (1993; 1998) that presents the concept of language as culture, by Critical Pedagogy (GIROUX, 1997); (MCLAREN, 1997), by Liberating Pedagogy (FREIRE, 1979a; 1979b; 1987; 1992; 1993; 1996; 2000), and for studies in the field of Critical Applied Linguistics (RAJAGOPALAN, 2003); (PENNYCOOK, 1994; 1995). The conceptual bases of high school integrated with Vocational and Technological Education and the conception of integral human formation are also considered. Narrative research was used as an investigative method, using narrative interview as a technique for data construction, based on the model presented by Schütze (1977 apud JOVCHELOVICH; BAUER, 2002). These interviews were conducted with three English-speaking integrated high school teachers. The analytical process proceeded with a narrative analysis grounded on the methodology developed by Ribeiro and Lyra (2008) based on the studies by Ricoeur (1994). The discussion and analysis covered important themes related to the objectives of this research. The results of this study showed that even in the face of the diversity of teaching conceptions presented by the narratives of the investigated teachers there are perspectives for the development of a critical intercultural awareness in the teaching of English in the context of integrated high school of the Federal Institute. The study also revealed the need to promote knowledge and the continuous discussion about critical, intercultural and integral human conceptions in the formative process of English language teachers. In order to offer theoretical and methodological contributions to the teaching of English in the context under study, a didactic sequence was developed as an educational product, inserting activities capable of contributing to the development of a critical intercultural awareness. Testing and evaluation of this product took place through a conversation circle with the campus English teachers being studied.