Práticas de ensino de professores de português-língua estrangeira: os impactos da heterogeneidade

Abstract

With this present research, we tried to contribute with the studies that deal with the teaching and learning of foreign languages / cultures in classrooms marked by the linguistic-cultural heterogeneity of the learners. From this perspective, we carried out an investigation to assess the impacts of the linguistic-cultural plurality of learners on the role of teachers in PLE classes. In particular, we investigated how the presence and interaction of different cultures have influenced, the planning, didactic-methodological decisions in the PLE / PEC-G classes of UFPA, and, effectively, the teachers‟ act, who participated in our study, in the classroom in that context. Our investigation was mainly based on theories concerning the teaching activity (CICUREL, 2007, 2011, 2013) and the didactic repertoire (CAUSA, 2012, CICUREL, 2011) and, also on the theoretical contributions of the French line ergonomics, and, in particular, to the dimensions of the analysis of the work, which are: the prescribed work, the actual work and the work represented (DANIELLOU, LAVILLE, TEIGER, 1983, AMIGUES, 2004 and LOUSADA, 2004). In addition, we have supported our reflections to studies focused on interculturality and intercultural approach in the foreign language classroom (ABDALLAH-PRETCEILLE, 2001; LEIVA, 2010; BESALÚ, 2002; 2004; WALSH, 2005; CONSELHO DA EUROPA, 2001; TATO, 2014). We used, as data analysis, classroom observations documented in audio and observation records, as well as interviews with teachers. The main subjects of our research were the teachers who worked in the preparatory course for the Celpe-Bras exam - between the years 2013, 2014 and 2015 - for the students of the Program Graduation Agreement (PEC-G) of the Federal University of Pará (UFPA), which come from different cultures. Our research has shown that teacher action is impacted in different ways by the diverse educational cultures present in the classroom and that is associated with the nature of the didactic repertoire of each teacher. It also pointed out that in plurilingual and pluricultural PLE classes, the teaching practices based on a more actional and intercultural approach are more effective in decreasing recurrent cultural conflicts when working with such audiences.