Fiz um blog, e daí? Uma experiência sobre o ensino e a formação inicial de professores de português como língua estrangeira/segunda língua em perspectiva intercultural e crítica

Abstract

The aim of this study is to propose the use of blogs as an enabling environment for the teaching of Portuguese as a Foreign Language/Second Language (PFL/PSL) through a critical and intercultural perspective. Initially, we seek not only to reflect upon but also to give new meanings to the experience of using such a digital technology during the period in which the researcher worked as a teacher-in-training at the Núcleo Permanente de Extensão em Letras (NUPEL). Through this process of reflection and the proposal of a set of learning activities, we aim to trigger intercultural experiences that could enhance the use of blogs from a culturally sensitive perspective toward the cultures of the human subjects who are involved in the process of language teaching and learning (MENDES, 2008). This is study is a qualitative research of (auto)ethnographic nature, and it collected data from interviews, field notes, and supervised teaching practice programs reports. The data were collected together with the participation of Portuguese as a Foreign Language/Second Language teachers-in-training who worked at two extension programs at the Federal University of Bahia (UFBA), namely: Núcleo Permanente de Extensão em Letras (NUPEL), and Programa Especial de Monitoria de Português como Língua Estrangeira (PROEMPLE). The findings of this research point to gaps in the process of teachers’ education concerning the mismatch between the guidelines and approaches of the coordinators/teacher educators from the Bacherlor’s degree in Portuguese as a Foreign Language. Additionally, the findings also show that the use of blogs for PFL/PSL learning, through a critical and intercultural perspective, can bring contributions to the development of both reflexive teachers and culturally sensitive teaching practices, as this environment is fruitful for the teaching of teacher’s mother tongue as a foreign/second language, as a result of a set of actions that encompasses teacher educators, teachers-intraining, language learners, and society.