“Essa imagem me fez sentir, mas também pensar”. Letramento visual crítico e interculturalidade em aula de espanhol como língua adicional
DOI:
https://doi.org/10.17533/udea.ikala.355938Palavras-chave:
espanhol como língua adicional, espanhol como língua estrangeira, interculturalidade, leitura crítica, letramento visual críticoResumo
Este artigo aborda a necessidade de adotar uma perspectiva intercultural no aprendizado e no ensino de idiomas, destacando a importância de desenvolver uma atitude crítica. Embora essa atitude seja comumente associada à interpretação de textos escritos ou orais, em nossa sociedade altamente midiatizada é essencial aprender a interpretar imagens de forma crítica. Este artigo propõe uma abordagem epistemológica e didática para compreender e incorporar o letramento visual crítico como uma ferramenta para cultivar a interculturalidade na sala de aula de idiomas. Com base em uma revisão da literatura, é proposto um modelo multidimensional de práticas críticas para abordar a alfabetização visual crítica em sala de aula. Usando uma metodologia de pesquisa baseada em design, é apresentado um design didático baseado na instrução explícita de alfabetização visual crítica por meio de atividades críticas em material visual. Os resultados mostram que a implementação dessas práticas estimula o desenvolvimento intercultural ao promover a análise e a reflexão introspectiva, bem como a conexão e o questionamento de discursos visuais no contexto sociocultural em que as imagens são produzidas e interpretadas, permitindo que a representação de realidades e identidades culturais seja explorada. O artigo oferece uma série de implicações pedagógicas para a incorporação da alfabetização visual crítica no desenvolvimento da interculturalidade na sala de aula de espanhol como língua adicional.
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