Abstract
This article presents the results of a research that sought to investigate and discuss the experience of a group of PLA (Portuguese as an Additional Language) student-teachers while working at an extension course and their training to approach cultural themes within a conception of cultural mediation (Manaa, 2009). This research was based on a qualitative and interpretative approach whose focus was on recognizing, analyzing and understanding the way cultural knowledge is developed taking into account the teaching of foreign language, cultural diversity, and cultural intermediation. Data was generated through written narratives and the analysis was conducted in a way to identify the perception of the studentteachers about their own approaches and readiness towards cultural mediation on a daily basis. As a result, we concluded that, although not realizing that they have undergone training to such issues (cultural education, interculturality, and cultural mediation), they are able to reflect, position themselves and mediate cultural themes in a sensitive manner.
Highlights
This article presents the results of a research that sought to investigate and discuss the experience of a group of Português como Língua Adicional (PLA) (Portuguese as an Additional Language) student-teachers while working at an extension course and their training to approach cultural themes within a conception of cultural mediation (Manaa, 2009)
Data was generated through written narratives and the analysis was conducted in a way to identify the perception of the studentteachers about their own approaches and readiness towards cultural mediation on a daily basis
Como professores de Português como Língua Adicional (PLA), despertaramnos o interesse sobre o ensino e a aprendizagem de temas relacionados à cultura a partir de uma abordagem de mediaçãocultural
Summary
Como professores de Português como Língua Adicional (PLA), despertaramnos o interesse sobre o ensino e a aprendizagem de temas relacionados à cultura a partir de uma abordagem de mediação (inter)cultural. Considerando-se tal problemática, este estudo objetivou discutir a formação inicial de professores atuantes em um projeto de extensão universitária, a partir da análise de suas experiências sobre os temas cultura, mediação e sensibilização (inter)cultural. Nossa motivação principal pautou-se no fato de que, ao ensinar uma língua adicional nossa preocupação, para além do conteúdo linguístico, perpassa pelos aspectos culturais inerentes a ela. Este artigo justifica-se pela importância de compreender a formação inicial do professor de línguas em um contexto de formação inicial, considerandose experiências acadêmicas na construção de embasamento prático-teórico para lidar com o ensino da língua e a necessidade de promover discussões que incidem sobre os temas (inter)culturalidade e ensino
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