El desarrollo de la competencia intercultural en la formación de E/ELEdesafíos en la elaboración de secuencias didácticas

Resumo

The present work has as its main object to investigate the impact of an InvestigationParticipative Action, in the teaching practice of teachers of Spanish as a Foreign Language, centered on the Intercultural Approach. We have analysed the changes produced in relation to the previous concept of culture of six teachers/participants of the basic education, of the brazilian public education system in the city of Ilhéus-BA. We have, also, verified their understanding about the teaching of culture and the incorporation of the intercutural approach in their classes. The concepts of interculturality that underpin this study are based on the theories proposed by Byram y Kramsch among others. Our theoretical framework also includes the Brazilian voice of Paraquett amongst other names in the area of foreign language teaching. The research was developed through the qualitative method, placing priority on the perceptions and understanding of the teachers about concepts that we regard as fomenters of an intercultural perspective, such as the digital inclusion, grammatical sub-competence, the discursive genres, the interdisciplinarity and the transversality. The data were collected during a training course, through the analysis of the chapters of the textbook Síntesis 1 and the reelaboration of one didatic unity. We have also used the following collection tools: questionnaire, documents analysis, semi-structured interview, field notes, as well as the debate promoted , in which themes related to our theoretical framework were addressed. The results were relevant, not only for the discussion of the methodological and political-ideological implications inherent in teaching Spanish as a foreign language today, but especially, for the reflection of the elements that contribute to the (re)construction of a more adequate profile of the teacher of Spanish in the brasilian context.