Abstract
Dois intensos e crescentes processos têm justificado a necessidade de pesquisas e estudos voltados à educação intercultural. Trata-se da mobilidade acadêmica internacional e do fluxo migratório de famílias com filhos em idade escolar. O presente artigo discute possibilidades de uma prática significativa de avaliação da Competência Comunicativa Intercultural de estudantes, incluindo-se recomendações de práticas didático-pedagógicas para aulas de língua espanhola na educação básica. Evidencia-se, com a discussão, que a avaliação pelas dimensões Descoberta de Conhecimento, Empatia, Respeito ao Outro, Tolerância à Ambiguidade, Flexibilidade Comportamental e Consciência Comunicativa transpõe-se didaticamente para a apresentação e a prática dos conteúdos programáticos do currículo formal dos anos escolares que compreendem o ensino fundamental.
Highlights
The need for research and studies on intercultural education is justified by two intensely growing processes, namely, international academic mobility and migration of families with school-age children
O primeiro deles, 1In concert with growing demands for accountability and improvement, there is increasing pressure to evaluate the educational effectiveness of such internationalization efforts within curricula and programs, and with a specific focus on what students know and can do as a result of their college learning experiences
Student learning outcomes (SLO) assessment has been promulgated as the primary means for providing evidence of student learning to be used in strengthening programs
Summary
O conceito de cultura com o qual lidamos é proveniente de dois autores. O primeiro deles, 1In concert with growing demands for accountability and improvement, there is increasing pressure to evaluate the educational effectiveness of such internationalization efforts within curricula and programs, and with a specific focus on what students know and can do as a result of their college learning experiences. Student learning outcomes (SLO) assessment has been promulgated as the primary means for providing evidence of student learning to be used in strengthening programs
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