A diversidade cultural na aula de português: um percurso para a descoberta de si e do outro
Miniatura indisponível
Data
2011
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Editora
Edições Universitárias Lusófonas
Resumo
A escola de hoje tem uma importância inegável na promoção de uma educação democrática
capaz de proporcionar a todos os alunos as mesmas oportunidades e promover a justiça social (Freire,
1972). No entanto, e face à pluralidade de idades, géneros, origens sócio-económicas, religiões, perfis
cognitivos, de aprendizagem… (Abdallah-Pretceille, 2003), que caracteriza os atores educativos, o
percurso rumo à igualdade exige respostas pedagógico-didáticas que perspetivem a diversidade como
uma mais-valia e não como uma desvantagem.
Neste contexto, e assumindo que a escola, em geral, e a educação em línguas, em particular, não
podem ficar indiferentes às características individuais dos seus alunos, é fundamental que o processo
educativo seja construído com base nas motivações, interesses e necessidades dos alunos, no sentido
da promoção da sua autonomia (Bizarro, 2008) e construção identitária, mas esteja também ciente de
que só com processos de ensino-aprendizagem exigentes e dotados de sentido para todos se poderá
desenvolver a sociedade a que pertencemos.
Defendemos que aprender uma língua é enfatizar o linguístico, mas também o cultural explícito,
ultrapassando visões parcelares e estereotipadas, promovendo-se (re)encontros com a alteridade
(Abdallah-Pretceille, 1992), para o enriquecimento da própria identidade. A partir destes pressupostos,
apresentaremos os resultados de um trabalho de oficina de escrita, realizado com alunos de um curso
CEF, na disciplina de Português, mostrando que a Diversidade Cultural pode/deve ser trabalhada,
visando o encontro do Eu com o Outro.
Today’s school has an undeniable importance in promoting a democratic education capable of providing every student with the same opportunities and promoting social justice (Freire, 1972). Nevertheless, and considering the plurality of ages, genders, social-economic backgrounds, religions, cognitive and learning profiles… (Abdallah-Pretceille, 2003), which differentiates the educational actors, the path towards equality demands pedagogic and didactic answers that must consider diversity as a plus and not as a disadvantage. Bearing this in mind, and assuming that the school, in general, and the language education, in particular, can’t be indifferent to the individual characteristics of its students, it is fundamental that the learning process is built upon its students’ motivations, interests and needs, as to promote their autonomy (Bizarro, 2008) and identity construction but it also must be aware of the fact that only with directed and demanding teaching-learning processes can the society we belong to be able to develop. We support that learning a language is emphasizing the linguistically, but also culturally, explicit, surpassing parceled out and stereotyped ways of thinking, promoting meetings with alterity (Abdallah-Pretceile, 1992), in order to one’s identity enrichment. Starting with these assumptions, we’ll present the results of writing workshop work, made by students of a FEC (Formation and Education Course), belonging to the Portuguese subject, showing that Cultural Diversity can/must be worked on, aiming at the meeting between the Other and the Self.
Today’s school has an undeniable importance in promoting a democratic education capable of providing every student with the same opportunities and promoting social justice (Freire, 1972). Nevertheless, and considering the plurality of ages, genders, social-economic backgrounds, religions, cognitive and learning profiles… (Abdallah-Pretceille, 2003), which differentiates the educational actors, the path towards equality demands pedagogic and didactic answers that must consider diversity as a plus and not as a disadvantage. Bearing this in mind, and assuming that the school, in general, and the language education, in particular, can’t be indifferent to the individual characteristics of its students, it is fundamental that the learning process is built upon its students’ motivations, interests and needs, as to promote their autonomy (Bizarro, 2008) and identity construction but it also must be aware of the fact that only with directed and demanding teaching-learning processes can the society we belong to be able to develop. We support that learning a language is emphasizing the linguistically, but also culturally, explicit, surpassing parceled out and stereotyped ways of thinking, promoting meetings with alterity (Abdallah-Pretceile, 1992), in order to one’s identity enrichment. Starting with these assumptions, we’ll present the results of writing workshop work, made by students of a FEC (Formation and Education Course), belonging to the Portuguese subject, showing that Cultural Diversity can/must be worked on, aiming at the meeting between the Other and the Self.
Descrição
EDUScience : Revista do Centro de Estudos em Educação e Formação
Palavras-chave
EDUCAÇÃO, DIVERSIDADE CULTURAL, APRENDIZAGEM DE LÍNGUAS, EDUCATION, CULTURAL DIVERSITY, LANGUAGE LEARNING