A paisagem linguística: Uma ferramenta pedagógica no âmbito de uma educação plurilingue e para a cidadania global
DOI:
https://doi.org/10.21814/diacritica.4815Palavras-chave:
Paisagens Linguísticas, Educação Plurilingue, Cidadania Global, Aprendizagem de Línguas EstrangeirasResumo
O presente estudo situa o recurso pedagógico à paisagem linguística num quadro de educação para o plurilinguismo e para a cidadania global. Partindo de uma revisão da literatura acerca do potencial educativo da paisagem linguística na educação em línguas, esta contribuição explicita como esta se pode enquadrar numa “pedagogy of engagement”. De um ponto de vista empírico, recorre-se à análise de conteúdo de módulos de ensino/aprendizagem produzidos no âmbito de um projeto europeu cujo objetivo era a conceção, implementação e avaliação de recursos destinados à didatização da paisagem linguística. Os módulos foram analisados tendo em conta três categorias principais que emergiram dos dados e que implicam uma progressão no trabalho didático com paisagens linguísticas: consciência da diversidade linguística, consciência linguística crítica e ativismo linguístico. Os dados permitem reconhecer que o recurso às paisagens linguísticas pode promover uma educação plurilingue e para a cidadania global quando se consideram os seguintes princípios: i) utilização de metodologias ativas, reflexivas e colaborativas direcionadas para a participação dos alunos; ii) promoção da igualdade na educação, através da desconstrução dos processos sociolinguísticos que estão na base de desigualdades sociais; e iii) desenvolvimento de ações promotoras de um compromisso social de professores e alunos com os seus contextos.
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Direitos de Autor (c) 2023 Mónica Lourenço, Sílvia Melo-Pfeifer
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European Commission
Números do Financiamento 2019-1-DE03-KA201-060024
