Aprendizaje Intercultural Crítico mediante Temas de la Cultura Profunda en la Clase de Inglés

Luis Fernando Gómez Rodríguez

doi:10.17533/udea.ikala.v20n1a03

Autores

Luis Fernando Gómez Rodríguez Universidad Pedagógica Nacional de Colombia

DOI:

https://doi.org/10.17533/udea.ikala.v20n1a03

Palavras-chave:

cultura superficial, cultura profunda, multiculturalismo crítico, competência comunicativa intercultural, docentes do inglês em formação

Resumo

Este artigo descreve uma pesquisa qualitativa realizada em uma aula de inglês avançado pertencente a um programa de línguas modernas de uma universidade pública em Bogotá, Colômbia, em 2013. Desde o enfoque do multiculturalismo crítico, o estudo mostra como um grupo de professores de inglês em formação abordaram temas complicados da cultura profunda ao invés de temas “admiráveis” e representativos da cultura superficial. Discutiram-se elementos profundos e complexos da cultura estrangeira – dos Estados Unidos – e da cultura dos docentes em formação – da Colômbia – por meio de contos literários autênticos de Estados Unidos com o fim de construir a competência comunicativa intercultural. O estudo indica que os participantes construíram pensamento crítico e consciência intercultural quando leram e falaram de temas controvertidos que se desenvolvem nos contos e os relacionaram com sua própria cultura e suas experiências de vida. Entre tais temas destacam-se a perda da identidade cultural, a diferença entre assimilação cultural e aculturação, a injustiça social, os preconceitos e a luta de classes. O estudo indica que a cultura profunda deveria ser um tema de ensino relevante na formação de docentes de inglês.

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Biografia do Autor

Luis Fernando Gómez Rodríguez, Universidad Pedagógica Nacional de Colombia

Luis Fernando Gomez R. holds a B. A. degree in English and Spanish from Universidad Pedagógica Nacional, a M. A. in education from Carthage College, USA, and a Ph.D. in English Studies from Illinois State University, USA. He is an associate Professor in the Language Program at Universidad Pedagógica Nacional. He has published several English textbooks and articles in indexed journals about teaching English and literature in the EFL context.

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