Intercultural language educators for an intercultural world: action upon reflection
In: Intercultural education, Band 28, Heft 4, S. 390-407
ISSN: 1469-8439
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In: Intercultural education, Band 28, Heft 4, S. 390-407
ISSN: 1469-8439
Questo lavoro etnografico parte dalle convinzioni, dai valori, dagli atteggiamenti e dalle aspettative di docenti di inglese di tre diverse realtà educative a Salvador, Brasile e prende in considerazione i vantaggi e gli specifici svantaggi di ciascun contesto. Il lavoro ha avuto come obiettivo principale quello di indagare la percezione che i docenti brasiliani di inglese hanno della loro professionalità e la consapevolezza che essi hanno dei principi e delle implicazioni della condizione dell'inglese come lingua franca internazionale o globale. Lo studio indaga inoltre quanto la pratica quotidiana di questi docenti e il loro comportamento riflettano tali convinzioni.I dati sono stati raccolti tramite un questionario, osservazioni etnografiche delle classi e video registrazioni di interviste di gruppo semi-strutturate, dove argomenti come ELF/EIL (McKay, 2002; Seidlhofer, 2004; Jenkins, 2007), competenza interculturale (Byram 1997; Guilherme 2002) e pedagogia critica (Freire 1970; Crookes 2010) sono stati affrontati e discussi in una prospettiva più dinamica e democratica. I risultati e le considerazioni sono stati utili e rilevanti non solo per la discussione sulle implicazioni metodologiche e politico-ideologiche inerenti l'istruzione odierna in inglese, ma soprattutto per la riflessione su istanze che possono contribuire alla (ri)costruzione di un profilo più adeguato di insegnanti di inglese non nativi che propongono, tra altre cose, l'adozione di una pedagogia interculturale appropriata e critica, capace di incoraggiare gli insegnanti locali affinché cerchino soluzioni locali alle sfide che l'educazione linguistica contemporanea ha posto loro in modo sempre più pressante. Departing from beliefs, values, attitudes, and expectations of English teachers from three educational realities in Salvador, Brazil, and taking into consideration the competitive advantages and peculiar adversities of each context, this ethnographic work had as its main goal to investigate how Brazilian EFL teachers see themselves as contemporary language professionals, to which extent they are aware of principles and implications related to the condition of English as an international or global lingua franca, and whether their daily practice and behavior reflect these beliefs. The data were collected through a questionnaire, ethnographic class observations, and video recordings of semi-structured group interviews where topics like ELF/EIL (McKay, 2002; Seidlhofer, 2004; Jenkins, 2007), intercultural competence (Byram 1997; Guilherme 2002), and critical pedagogy (Freire 1970; Crookes 2010) were discussed and approached under a more dynamic and democratic perspective. Results and considerations have proven useful and relevant not only to the discussion of methodological and political-ideological implications inherent to English education today, but especially to the reflection on issues which may contribute to the (re)construction of a more adequate profile of non-native English teachers, proposing, among other things, the adoption of an appropriate critical intercultural pedagogy capable of empowering local teachers in order to search for local solutions to the challenges contemporary linguistic education has been intensively posing to them.
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Ditadura militar : repressão e autocensura ou a genealogia da indiferença / Antônio Dias Nascimento -- Verdes anos bravios de minha terra natal / Eliana Bueno-Ribeiro -- Geração 1968 / Eurídice Figueiredo -- A ditadura como eu lembro / Heloisa Maria Galvão -- Lembrar é resistir : o relato de um espetáculo no qual o espaço é o protagonista / José Carlos dos Santos Andrade -- E assim chegou a ditadura... / Livia Reis -- Foi assim : na certeza do amanhã, sobrevivemos à ditadura / Luiz Fernando Gualda Pereira -- O dia da mentira : a ditadura na minha opção profissional / Marcia Paraquett -- Luiz e sombra : experiência em tempos difícieis / Raimundo Matos de Leão -- Entre alheamento e alienação : 50 anos atrás / Sávio Siqueira
ELF studies have long established itself as a solid field of inquiry much as a response to the pioneering work of scholars such as Jenkins (2000; 2007; 2009; 2015) and Seidlhofer (2001; 2005; 2011). Its ripple effect in the last decades is made present mainly among European scholars who have highly contributed to the consolidation of the area. By embracing the decolonial notion of epistemic pluralism (Sousa Santos, 2007; 2018), this paper wishes to turn knowledge production on ELF of the global South visible. In doing so, we present a brief state-of-the-art on recent ELF research in Brazil, followed by an analysis on how such theoretical framework echoes in the recently launched Brazilian National Common Core Curriculum (BNCC) (Brasil 2017). As a country deeply forged under colonialism, coloniality traces are still strongly present in Brazil. By departing from decolonial studies (Castro Gómez 2007; Quijano 2007; Mignolo 2000; 2007; 2009a; 2009b; Walsh 2018), the expression ELF feito no Brasil (Duboc 2019) attempts to stress the expanding notion of ELF by contemporary Brazilian scholars who have put greater emphasis on the critical and political nature of English. Along with the increase in ELF studies in Brazil comes the need to analyze the place of ELF within the aforementioned BNCC, in particular, the very epistemological conflict that emerges from a standardized, top-down curriculum framed by a more fluid notion of language (Duboc 2019). In line with Bakhtinian thought, which acknowledges the dialogical and heteroglot nature of language, this paper advocates in favor of such epistemological conflicts, be them within the ELF research field or in ELF-based educational policies.
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In: Intercultural education, Band 28, Heft 2, S. 109-112
ISSN: 1469-8439