Fomento da consciência crítica intercultural em estudantes de inglês como língua estrangeira por meio da análise crítica do discurso
DOI:
https://doi.org/10.17533/udea.ikala.v25n01a06Palavras-chave:
consciência crítica intercultural, análise crítica do discurso, inglês como língua estrangeira, leitura crítica, investigação-ação, ILEResumo
Este artigo apresenta alguns achados sobre o desenvolvimento da consciência crítica intercultural em estudantes de inglês como língua estrangeira no contexto de um programa de reforço em leitura crítica no programa preparatório de uma universidade saudita. Em seu caráter de atividade extracurricular, a aula de leitura crítica procura incrementar a consciência crítica intercultural entre os participantes, ao codificar e decodificar um texto intercultural. Empregou-se um planejamento qualitativo de investigação-ação. O docente pesquisador forneceu ferramentas de análise crítica do discurso aos participantes para examinar textos interculturais. Depois disso, pediu-lhes que trabalhassem em um exercício que consistiu na leitura de um artigo sobre um convite a jantar para depois fazer um exercício de escrita criativa sobre esse tema. Os dados para o estudo coletaram-se desses escritos de reflexão contidos nos portfólios dos participantes. O docente pesquisador empregou também ferramentas de análise crítica do discurso para analisar os dados coletados. Achou-se que os participantes apresentaram uma consciência intercultural balanceada associada com o discurso da diversidade alimentícia. Apreciaram efetivamente as culturas ‘própria’ e dos ‘outros’. Também representaram um conhecimento apropriado de ‘si mesmos’ e ‘dos outros’. Os participantes adquiriram habilidades interculturais de análise, interpretação e associação de textos interculturais. O estudo mostra a eficácia da análise crítica do discurso como estratégia de ensino e aprendizagem para enriquecer a consciência intercultural crítica entre os estudantes de inglês como língua estrangeira.
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