Interações multimodais em contexto intercultural: uma proposta de ensino de Língua espanhola

Abstract

For a long time, the teaching of Spanish language in Brazil was marked by the hegemony of the Peninsular Spanish, which contributed to the consolidation of prejudices and the erasure of the linguistic and cultural manifestations of Latin American Spanish speaking countries, especially those of minor prestige. The hypothesis of this study is that this situation would interfere with the motivation and interest of Spanish students in the Hotel and Tourism management area of the Federal Institute of Alagoas. I therefore advocate in this thesis the need for language teaching that addresses cultural aspects of the Spanish American countries and, in this way, promotes a more humanistic and sensitive cultural and linguistic education. The research questions which guide this study are: how to develop activities that promote students' linguistic and cultural competence? what the analysis of the videos / digital narratives produced by the students of both countries can show about the cultural facets of each country and the students involved? and how to interpret and deal with the cultural components brought by these modalities in order to promote, in fact, intercultural teaching? The theoretical framework used for data analysis is represented, mainly by Aguirre Berltrán, 2012; Celani, Silveira, 2005; 2007; 2009; The methodology of the research is qualitative and is affiliated to action research: Thiollent, 2011 and associated in teaching, to the post-method: Kumaravadivelu, 2003, Estermann, 2009, Jewitt e Oyama, 2001 and Kress e van Leuween, ; 2006. The data generation process started from the asynchronous intercultural interaction between Brazilian and Paraguayan students through the production of digital narratives and videos in applications available on smartphones and shared in a closed group of Facebook. Field journals of the Brazilian students and semi-structured interviews were also used for data triangulation. The results of the analysis of the videos and photos made visible aspects of both cultures that would not be possible to be seen in strictly verbal productions. On the other hand, the visual grammar proposed by Kress and van Leeuwen (2006) did not account for intercultural analyzes, by not taking into account the cultures of the interlocutors. Intercultural interactions contributed to Brazilian students having a less stereotyped view of Paraguay and Paraguay. In addition, although it was not the focus of the analyzes, it can be said that the Paraguayan students had the possibility to broaden their knowledge about the Northeastern culture. As a main consequence of these results the research points to the need for language teaching to promote actions that foster reflections on interculturality.