Literatura e teletandem: interculturalidade no ensino de português como língua estrangeira
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2023-09-11
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Universidade Estadual Paulista (Unesp)
Resumo
O Teletandem, um contexto telecolaborativo de ensino e aprendizagem de línguas, por meio do qual estudantes de universidades brasileiras e estrangeiras podem aprender outro idioma e compartilhar saberes e vivências, se apresenta como um ambiente propício para a difusão de literatura, língua e cultura (RAMOS; CARVALHO, 2020; ZAKIR, 2015). Do contato intercultural promovido pelo teletandem, interagentes podem também desenvolver uma perspectiva intercultural que abarca os modos de ser e de agir socialmente na língua (MENDES, 2011; KRAMSCH, 2017), dado que, estudantes com mundos culturais, por vezes distintos, interagem em um processo de produção conjunta de conhecimentos. Além disso, professores de língua portuguesa em formação podem ter a experiência de ensinar sua língua materna em um contexto que difere bastante da sala de aula tradicional (RAMOS, 2012), mobilizando seus conhecimentos linguísticos, literários e pedagógicos. Como a leitura e a discussão de textos literários não são práticas tão recorrentes e comuns nesse contexto, este estudo propôs a participantes de teletandem, de uma universidade brasileira e de uma universidade mexicana, a inserção da literatura no conteúdo de suas interações, ocorridas no 2º semestre de 2021. Diante disso, esta pesquisa procurou verificar quais as contribuições da literatura para o desenvolvimento de um ensino intercultural da língua portuguesa com foco na dimensão simbólica das trocas interculturais no teletandem. Assim, abordando essa experiência de teletandem com ênfase na literatura entre as universidades parceiras como um estudo de caso, em razão do caráter singular e único desse processo (LÜDKE; ANDRÉ, 1986), refletimos sobre práticas de leitura e discussão de textos literários de duas duplas de interagentes que se destacaram pelo engajamento com essa proposta e por suas reflexões e interpretações literárias. Tais práticas foram analisadas e observadas a partir de uma abordagem intercultural discursiva (KRAMSCH; HUA, 2016; KRAMSCH, 2011; 2017) e de uma concepção de literatura que reconhece as especificidades expressivas dos textos literários e valoriza o papel do leitor na construção de significados de uma obra (CANDIDO, 2006; 2011; COSSON, 2020; CULLER, 1995). A coleta e o registro de dados ocorreram por meio de anotações, gravações das interações e das sessões de mediação, transcrições dessas gravações, e de questionários direcionados aos participantes. Os resultados indicam que a literatura tem o potencial de fomentar discussões interculturais enriquecedoras, construtivas e críticas, bem como o surgimento de temas mais diversos e, diretamente, relacionados às realidades dos interagentes. Ademais, no teletandem a literatura se mostra relevante para a promoção de interações marcadas pelo diálogo entre culturas e pela manifestação da dimensão simbólica das trocas interculturais e do próprio sujeito, visto que, enquanto construção simbólica, complexa e intensa de linguagem (CULLER, 1995; COSSON, 2020), contribui para que os indivíduos mobilizem suas subjetividades e historicidades, levando-os a refletir sobre o mundo e si mesmos, e a construir compreensões culturais mais amplas para suas realidades.
Teletandem, a telecollaborative language teaching-learning context, through which students from Brazilian and foreign universities can learn another language and share knowledge and experiences, presents itself as a propitious environment for the dissemination of literature, language and culture (RAMOS; CARVALHO, 2020; ZAKIR, 2015). From the intercultural contact promoted by teletandem, participants can also develop an intercultural perspective that encompasses the ways of being and acting socially in the language (MENDES, 2011; KRAMSCH, 2017), given that students with cultural worlds, sometimes distinct, interact in a process of joint production of knowledge. In addition, Portuguese language teachers in training can have the experience of teaching their mother tongue in a context that differs greatly from the traditional classroom (RAMOS, 2012), mobilizing their linguistic, literary and pedagogical knowledge. As the reading and discussion of literary texts are not such recurrent and common practices in this context, this study proposed to teletandem participants, from a Brazilian university and a Mexican university, the insertion of literature into the content of their interactions, which occurred in the second semester of 2021. Therefore, this research sought to verify the contributions of literature to the development of an intercultural teaching of the Portuguese language with a focus on the symbolic dimension of intercultural exchanges in teletandem. Thus, approaching this teletandem experience with an emphasis on literature, between the partner universities, as a case study, due to the singular and unique aspect of this process (LÜDKE; ANDRÉ, 1986), we reflect on practices of reading and discussing literary texts from two pairs of students who stand out for their commitment to this proposal and for their literary reflections and interpretations. Such practices are analyzed and observed from an intercultural discursive approach (KRAMSCH; HUA, 2016; KRAMSCH, 2011; 2017) and a conception of literature that recognizes the expressive specificities of literary texts and values the role of the reader in the construction of meanings of a literary work (CANDIDO, 2006; 2011; COSSON, 2020; CULLER, 1995). Data were collected and recorded through notes, recordings of interactions and mediation sessions, transcripts of these recordings, and questionnaires directed to the participants. The results indicate that literature has the potential to foster enriching, constructive and critical intercultural discussions, as well as the emergence of more diverse themes, directly related to the realities of the students. Moreover, in teletandem literature has been shown to be relevant to the promotion of interactions marked by dialogue between cultures and by the manifestation of the symbolic dimension of intercultural exchanges and of the subject itself, since, as a symbolic, complex and intense construction of language (CULLER, 1995; COSSON, 2020), contributes to individuals mobilizing their subjectivities and historicities, leading them to reflect on the world and themselves, and to build broader cultural understandings for their realities.
Teletandem, a telecollaborative language teaching-learning context, through which students from Brazilian and foreign universities can learn another language and share knowledge and experiences, presents itself as a propitious environment for the dissemination of literature, language and culture (RAMOS; CARVALHO, 2020; ZAKIR, 2015). From the intercultural contact promoted by teletandem, participants can also develop an intercultural perspective that encompasses the ways of being and acting socially in the language (MENDES, 2011; KRAMSCH, 2017), given that students with cultural worlds, sometimes distinct, interact in a process of joint production of knowledge. In addition, Portuguese language teachers in training can have the experience of teaching their mother tongue in a context that differs greatly from the traditional classroom (RAMOS, 2012), mobilizing their linguistic, literary and pedagogical knowledge. As the reading and discussion of literary texts are not such recurrent and common practices in this context, this study proposed to teletandem participants, from a Brazilian university and a Mexican university, the insertion of literature into the content of their interactions, which occurred in the second semester of 2021. Therefore, this research sought to verify the contributions of literature to the development of an intercultural teaching of the Portuguese language with a focus on the symbolic dimension of intercultural exchanges in teletandem. Thus, approaching this teletandem experience with an emphasis on literature, between the partner universities, as a case study, due to the singular and unique aspect of this process (LÜDKE; ANDRÉ, 1986), we reflect on practices of reading and discussing literary texts from two pairs of students who stand out for their commitment to this proposal and for their literary reflections and interpretations. Such practices are analyzed and observed from an intercultural discursive approach (KRAMSCH; HUA, 2016; KRAMSCH, 2011; 2017) and a conception of literature that recognizes the expressive specificities of literary texts and values the role of the reader in the construction of meanings of a literary work (CANDIDO, 2006; 2011; COSSON, 2020; CULLER, 1995). Data were collected and recorded through notes, recordings of interactions and mediation sessions, transcripts of these recordings, and questionnaires directed to the participants. The results indicate that literature has the potential to foster enriching, constructive and critical intercultural discussions, as well as the emergence of more diverse themes, directly related to the realities of the students. Moreover, in teletandem literature has been shown to be relevant to the promotion of interactions marked by dialogue between cultures and by the manifestation of the symbolic dimension of intercultural exchanges and of the subject itself, since, as a symbolic, complex and intense construction of language (CULLER, 1995; COSSON, 2020), contributes to individuals mobilizing their subjectivities and historicities, leading them to reflect on the world and themselves, and to build broader cultural understandings for their realities.
Descrição
Palavras-chave
Teletandem, Língua portuguesa - Estudo e ensino, Literatura e interculturalidade, Portuguese language, Literature and interculturality, Linguagem e línguas - Estudo e ensino
Como citar
SILVA, Mayara Nunes da. Literatura e teletandem: interculturalidade no ensino de português como língua estrangeira. 2023. 157 f. Dissertação (Mestrado em Letras) – Universidade Estadual Paulista (UNESP), Faculdade de Ciências e Letras, Assis, 2023.