Narrative Matters in Intercultural Learning : contributions from Jerome Bruner
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2014
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Edições Universitárias Lusófonas
Resumo
Neste artigo argumenta-se que o texto literário, ou a ‘narrativa como forma de arte’ nos termos de Jerome Bruner (1986, p.15), pode actuar como um catalizador para a aprendizagem intercultural. Jerome Bruner, entre outros, desenvolveu conceitos que contribuem para clarificar e justificar a relação inerente entre a experiência de leitura do texto literário e a interculturalidade. O conceito de cultura de Bruner como um forum, um espaço de negociação, de interpretação, de (re)criação de significados, é muito apropriado numa perspectiva educacional informada por objectivos interculturais. A aprendizagem intercultural é um processo complexo de (re)negociação de significados e a interacção com o texto literário um contributo inestimável ao proporcionar o contacto com formas culturais inscritas num contexto. À medida que os leitores se apercebem que produtos, valores e crenças correspondem a construções sociais e culturais e que as diferenças culturais provêm dos diferentes modos como diferentes culturas representam a realidade, tornam-se intérpretes e leitores mais competentes do mundo fascinante e problemático em que vivemos. A nossa sociedade é marcadamente heterogénea. Quanto mais consciente o leitor estiver do facto de que as suas acções são influenciadas culturalmente, mais eficazmente poderá assumi-las ou contestá-las. O valor do texto literário nesta perspectiva, baseia-se, essencialmente, na contribuição para a apreciação da diversidade e consciencialização de que as realidades são construídas e a interpretação e a negociação ferramentas que usamos para mediar a relação com os outros.
This article will argue that literary texts, or ‘narrative as art form’ in Jerome Bruner’s phrasing (1986, p.15), can act as a catalyst for intercultural learning. Jerome Bruner, inter alia, has developed concepts that contribute to clarify and account for the inherent connection between the experience of reading literary texts and interculturality. Bruner’s view of culture as a forum, a space of negotiation, of interpretation, of (re)creation of meaning, seems most appropriate from an educational perspective informed by intercultural objectives. Intercultural learning is a complex process of (re)negotiating meaning and interaction with literary texts is a powerful means in contributing to this as it offers cultural forms within contextualized settings. As readers realize that products, values and beliefs correspond to social and cultural constructions and that cultural differences come from the way different cultures re-present reality, they become more competent interpreters and readers of our fascinating and problematic world. Our society is markedly heterogeneous. The more conscious the reader is of how his/her actions are culturally determined, the more sharply he/she can assume or oppose them. Ultimately the value of literary texts in this perspective lies in contributing to an appreciation of diversity and to an awareness of realities as created and of interpretation and negotiation as tools to mediate our relations with one another.
This article will argue that literary texts, or ‘narrative as art form’ in Jerome Bruner’s phrasing (1986, p.15), can act as a catalyst for intercultural learning. Jerome Bruner, inter alia, has developed concepts that contribute to clarify and account for the inherent connection between the experience of reading literary texts and interculturality. Bruner’s view of culture as a forum, a space of negotiation, of interpretation, of (re)creation of meaning, seems most appropriate from an educational perspective informed by intercultural objectives. Intercultural learning is a complex process of (re)negotiating meaning and interaction with literary texts is a powerful means in contributing to this as it offers cultural forms within contextualized settings. As readers realize that products, values and beliefs correspond to social and cultural constructions and that cultural differences come from the way different cultures re-present reality, they become more competent interpreters and readers of our fascinating and problematic world. Our society is markedly heterogeneous. The more conscious the reader is of how his/her actions are culturally determined, the more sharply he/she can assume or oppose them. Ultimately the value of literary texts in this perspective lies in contributing to an appreciation of diversity and to an awareness of realities as created and of interpretation and negotiation as tools to mediate our relations with one another.
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Revista Lusófona de Educação
Palavras-chave
EDUCATION, CULTURA, LITERATURA, APRENDIZAGEM, INTERCULTURALIDADE, BRUNER, JEROME, EDUCAÇÃO, CULTURE, LITERATURE, LEARNING, INTERCULTURALITY
Citação
Matos , A G 2014 , ' Narrative Matters in Intercultural Learning : contributions from Jerome Bruner ' , Revista Lusófona de Educação .