Letramento audiovisual intercultural: crenças, diálogos e reflexões didático-pedagógicas

Abstract

The school environment is a space for building knowledge, but it is also a space of intense conflicts, because the subjects that are part of it are heterogeneous and multifaceted. In that context, the school can help students to reflect on their identity and on the diversity of voices, subjects and cultures that surround them. This work started from the following guiding question: What is the formative impact, in high school students and the researcher/teacher, of the mediation of audiovisual interfaces, which purpose focuses on critical intercultural competence? The main objective was to promote critical intercultural teaching, focused on multiliteracies and having as mediators audiovisual materials as a digital technology, capable of providing contextualized and meaningful additional language teaching and learning. In addition to audiovisual materials promoting the learning of an additional language (Spanish) from a more credible context of communication, enabling multiliteracy practices, it is also capable of leading students to reflect on their beliefs and attitudes regarding themselves and others. To carry out this research, the methodology was based on applied research, with a qualitative approach, since it focuses on the process more than the final product. As for the procedures, action research was proposed, aiming at intervention in the social reality. A Sequence of Accomplished Teaching and Learning (SATL) was elaborated and developed in a state school in a city in the “Cariri Ocidental” (Western Cariri) of Paraíba, with third year high school students. Theoretically, the aims was at significant teaching of additional languages, based upon the studies in non-disciplinary Applied Linguistics (MOITA LOPES, 2006), from the perspective of multiliteracies (ROJO; MOURA, 2012; 2019). Issues related to sociocultural theory and language teaching were discussed, using authors such as Rego (1996) and Figueiredo (2019). Also, the idea of transdisciplinarity defended by Edgar Morin (2004) was approached; and the concepts of dialogism and otherness, defended by Bakhtinian philosophy. Turner (1997); Di Camargo (2020a, 2020b); Napolitano (2015); Candau (2008, 2012); Garcia de Stefani (2010, 2015); Souza (2014) and Duarte (2012) also supported this research, since they address the intercultural perspective and teaching mediated by audiovisual materials. For the analysis, the interpretative - descriptive method was used based on two elements: the first one, derived from the process of preparing the SATL and its development in the classroom; the second was derived from the detailed account of the experiences and elaborated by the researcher/teacher, through voice recording, research jornal, and semi-structured questionnaire. This research works as a tool for reflecting on additional language learning to promote interculturality, mediated by audiovisual tools; It favors meaningful teaching not only for presenting students with linguistic and structural questions of the target language, but also for enabling dialogue about cultures, values, ideologies, customs and the revisiting and revision of beliefs, so necessary to the world nowadays.