A competência comunicativa em uma abordagem intercultural na aula de Língua Portuguesa de um projeto de qualificação profissional

Abstract

This research presents the results of an ethnographic, qualitative study, which was developed as an intervention in the context of Portuguese language teaching and learning in a professional training course (Help Desk). The study aimed to investigate how to develop the students' communicative competence, from the perspective of Merril Swain and Michael Canale (1980) in an intercultural approach, and Aguado (2003), Fleuri (2003), Mendes (2004) and Azibeiro (2006), through a teaching proposal that considered the prospect of culturally sensitive pedagogy (1987), Bortoni-Ricardo; Dettoni (2001). The articulation of the concepts communicative competence and interculturality sought to foster a more democratic language teaching and sensitive to the realities of the students brought to the classroom context in a socially vulnerable community. Thus, the research was developed in two stages: the first, ethnographic, aimed to survey data about the socio-cultural reality and community literacy practices; the second consisted of an intervention itself made in a Portuguese language teaching context during the course of professional qualification (Help Desk) developed from the Seeding Science project at the Pact for Life. For the generation and storage of data, I used tools such as daily and field notes, photographs, video recordings of classes held, questionnaires and semi-structured interview. It is noteworthy that the teacher of the discipline of Portuguese Language of this project is the researcher of this study. For this research, the work of the teacher / researcher was conducted with a group belonging to the Farm Coutos community in the periphery of Salvador / BA. The class of the course was composed of twenty students, aged 16-24, who also attended formal school education. The result of the analysis of the data showed the feasibility of working with the theoretical perspectives adopted (communicative competence and intercultural approach) because the classes were held with strategic planning, prepared for the development of communicative competence and counted also with the collaboration of the students of the course. In addition, we seek to adopt a sensitive pedagogy to improve the development of students' learning. Thus, we seek mutual cooperation in which students feel an openness to dialogue, considering that they are the subjects of the act of learning and the protagonists in the relations established in social spaces. In this sense, the research also sought to promote discussions on the teaching of the Portuguese language course, from reflections on teaching practices that address the diversity of the subjects involved in the teaching-learning relationship.