Formação inicial de professores de língua inglesa sob uma perspectiva intercultural: os efeitos e resultados da mudança curricular numa universidade pública baiana

Abstract

Training an English Language (LI) teacher from an intercultural perspective has been a major challenge all over the world, and also in Brazil. This action has already to start from a curricular proposal that offers, beyond linguistic subsidies, knowledge related to the language that he/she teaches, knowing how to interact with local and global social practices, in order to develop on his/her learners the capacity of knowing how to live with cultural and political differences. Faced to the globalization process which has modified beliefs, language concepts, mother tongue and foreign language (FL) learning, as well as pedagogical practices around the world and in Brazil, this research investigated how the curricular change of the English Language and Literature Course at UNEB implicated in the training of English language teachers, taking into account aspects related to the interculturality. The change process in question was initiated in 2004, based on the 1996 National Education Guidelines and Bases Law, as well as guided by the National Curriculum Guidelines for undergraduate courses, from 2001, which created the English Language and Literature course, disassociating itself from the former Vernacular Language with English Course, thus constituting itself as a specific training course for English Language teachers. Inserted in the ranks of Applied Linguistics, the work adopts a qualitative approach, based on the ethnographic processes, fundamentally interpretive (ERICKSON, 1986), involving the treatment of data in a natural environment, the classroom, its participants, as well as documents that make up the curricular structure of this training, field notes, structured and semi-structured interviews. As theoretical guidelines for this study, concepts of culture and interculturality were chosen from the perspective of Claire Kramsch (1993, 2004), Walsh (2005, 2007, 2009, 2012), Mendes (2007), Siqueira (2008, 2012), Scheyerl and Siqueira (2012), Liddicoat (2013, 2019), in addition to the intercultural relationship and teacher training, according to Fleuri (2002), Candau (2008, 2012, 2016, 2018), among others. For curriculum concepts and studies, as theoretical basis were taken Ardoino (1992, 1995, 1998, 2012), Morin (1996, 1999), Sacristán (2000, 2008), Pacheco (2001, 2013), Pinar (2007), Macedo (2012, 2013, 2016, 2018), just to name a few. As important results of the work, it is highlighted in general terms that the redesigned curriculum presents signals of an intercultural perspective, since some of its study components are focused on cultural diversity, and for its inter and transdisciplinary functionality that promotes discussions of themes of social interest, but it is still not characterized as an intercultural training curriculum in its integrity due to the lack of a more systematic study that focuses the interculturality as a necessary factor in teacher training. In this way, it can be considered that a training of English teachers in an intercultural perspective is an increasingly important challenge to be carried out in the education of language teachers in initial training in these current times.