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Desafios para a superação das desigualdades sociaisGIROUX, H. Os professores como intelectuais: rumo a uma pedagogia crítica da aprendizagem.Porto Alegre: Artmed Editora, 1997.GRIGOLETTO, M. Leitura e funcionamento discursivo no livro didático. In: CORACINI, M. J.(Org.). Interpretação, autoria e legitimação do livro didático. São Paulo: Pontes, 1999. p. 67-77.KRAMSCH, C. The cultural discourse of foreign language textbooks. In: SINGERMAN, A. (Ed.).Toward a new integration of language and culture. Middlebury, VT: Northeast Conference on theTeaching of Foreign Languages, 1988. p. 63-88.LATOUR, B. Science in action: how to follow scientists and engineers through society. Cambridge,Massachussetts: Harvard University Press, 1987.LUKE, C.; CASTELL, S.; LUKE, A. Beyond Criticism: The Authority of the School Textbook. In:CASTELL, S.; LUKE, A.; LUKE, C. (Eds.). Language, Authority and Criticism: Readings on theSchool Textbook. London: The Falmer Press, 1989. p. 245-260.OLIVEIRA, J. B. A.; GUIMARÃES, S. D. P.; BOMÉNY, H. M. B. A política do livro didático. SãoPaulo: Summus e Editora da Unicamp, 1984.OLSON, D. On the Language and Authority of Textbooks. In: CASTELL, S.; LUKE, A.; LUKE, C.(Eds.). Language, Authority and Criticism: Readings on the School Textbook. London: The FalmerPress, 1989. p. 233-244.ROBERTS, C. et al. Language learners as ethnographers. Clevedon: Multilingual Matters, 2001.SOUZA, D. M. Autoridade, autoria e livro didático. In: CORACINI, M. J. (Org.). Interpretação,autoria e legitimação do livro didático. São Paulo: Pontes, 1999a. p. 27-31.SOUZA, D. M. Gestos de censura. In: CORACINI, M. J. (Org.). Interpretação, autoria elegitimação do livro didático. São Paulo: Pontes, 1999b. p. 57-64.SOUZA, D. M. Livro didático: arma pedagógica? In: CORACINI, M. J. (Org.). Interpretação,autoria e legitimação do livro didático. São Paulo: Pontes, 1999c. p. 93-103.SOUZA, D. M. Concepção de escrita no livro didático de ciências, matemática, história e geografia.In: CORACINI, M. J. (Org.). Interpretação, autoria e legitimação do livro didático. São Paulo:Pontes, 1999d. p. 153-158.TILIO, R. O livro didático de inglês em uma abordagem sócio-discursiva: culturas, identidades epós-modernidade. Tese de doutorado. Rio de Janeiro: PUC-Rio, Departamento de Letras, 2006.Available at: http://www.maxwell.lambda.ele.pucrio.br/Busca_etds.php?strSecao=resultado&nrSeq=8835@1.Acess on: 10/07/2010.WIDDOWSON, H. Learning purpose and language use. Oxford: OUP, 1983.WIDDOWSON, H. Teaching language as communication. Oxford: OUP, 1978.470
O papel dos manuais didáticos e das mídias educativasLA COMPETENCIA COMUNICATIVA INTERCULTURAL EN LA ENSEÑANZA DECONTENIDOS SOCIOCULTURALES A POBLACIÓN EXTRANJERA: APORTES PARALA CONFECCIÓN DE MATERIALES DIDÁCTICOS AUDIOVISUALES Y LAFORMACIÓN DOCENTEINTERCULTURAL COMMUNICATIVE COMPETENCE IN TEACHING SOCIOCULTURALCONTENTS TO FOREIGN-BORN POPULATION. CONTRIBUTIONS TO CONSTRUCTINGAUDIOVISUAL DIDACTIC MEDIA AND TEACHERS’ TRAININGMaria Isabel PozzoCONSEJO NACIONAL DE INVESTIGACIONES CIENTÍFICAS Y TECNOLÓGICAS/UNIVERSIDAD NACIONAL DE ROSARIO, ARGENTINApozzo@irice-conicet.gov.arRESUMEN: Esta presentación describe el proceso preliminar de confección de un material didácticoen formato audiovisual para la enseñanza de contenidos socioculturales a aprendices de español comolengua extranjera (de ahora en más, ELE). El audiovisual se gesta a partir del dictado en vivo de uncurso de historia argentina para extranjeros que se implementó en la ciudad de Rosario entre marzo ymayo de 2012. Las clases se filmaron en su totalidad con una doble intencionalidad: registrar unmaterial piloto para el futuro audiovisual y analizar la competência comunicativa intercultural de losdocentes a cargo de las mismas. Con estos dos propósitos, el dictado del curso se convierte en unainstancia de capacitación docente y a su vez en un dispositivo metodológico de investigación eneducación. En este marco, la exposición tiene como objetivo desarrollar un corpus teóricometodológicopara evaluar y promover la competencia comunicativa intercultural en la enseñanza decontenidos socioculturales a población extranjera a través de materiales didácticos audiovisuales. Esteobjetivo depara un interés per se, por el crecimiento del ELE en Argentina, y un interés instrumental,por lo que puede aportar a otras situaciones multiculturales. A tal efecto, se describirá sucintamente lasituación argentina en cuanto a disponibilidad de materiales didácticos de ELE en particular yaudiovisuales en general. Asimismo, se desarrollará la categoría de competencia comunicativaintercultural como instrumento teórico plausible de estipular los modos en que los profesores soslayanla distancia intercultural con sus alumnos. A continuación, se detallará el diseño cuasi experimental derecogida de datos empíricos, que comprende etapas preactiva, interactiva y postactiva respecto al cursoantes mencionado. Finalmente, se presentarán los indicadores de la variable, los cuales serán utilizadospara la posterior confección de un material didáctico audiovisual. Con la presentación se esperacontribuir a establecer criterios para la evaluación y concreción de materiales didácticos y de difusiónen general que intenten establecer puentes interculturales.Palabras clave: material didáctico audiovisual; español lengua extranjera; contenidos socioculturales.ABSTRACT: This presentation describes the preliminary process of making didactic audiovisualmedia for teaching sociocultural contents to learners of Spanish as a foreign language (SFL). Thevideo is made from a live course on History of Argentina for foreigners taught in the city of Rosariobetween March and May 2012. The classes were completely videotaped with a double aim: to providea prototype material for future audiovisual tools, and to analyze the intercultural communicativecompetence of the teachers in charge of the classes. With these two objectives in mind, the course wasconceived as a means of teaching enhancement and, at the same time, as a research methodologydevice in education. In this framework, the exposition attempts to develop a theoreticalmethodologicalapproach to assessment, and to promote the intercultural communicative competence in teachingsocio-cultural contents to foreign-born populations through didactic audiovisual media. This objectiveis interesting in itself, as SFL is growing so much in Argentina, and as a means to analyze othermulticultural situations. To that end, a short description of available material for teaching SFL inArgentina in particular and audiovisual in general will be provided. Also, an expansion of the conceptof intercultural communicative competence will be made as a theoretical instrument useful to stipulatethe ways in which teachers try to overcome intercultural distance with their students. Afterwards, thequasi-experimental data collection design will be developed, which includes pre-active, interactive andpost-active moments of the previously mentioned course. Finally, the variables’ indicators will be471
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International Association for Resea
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ORGANIZADORESTânia Maria Figueired
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