Interculturalidade e o ensino de língua inglesa: reflexões a partir da experiência do estágio supervisionado no ensino médio

Abstract

This study aimed to reflect on the teaching of English language in public schools, in the light of the interculturality concepts, from the observation of a supervised internship experience. In this perception, the experience - the target of our reflections - occurred in a public school in the city of Campina Grande - Paraíba. This descriptive qualitative research was conducted from observations of English classes in high school. The discussions assumed here are built on the studies of Cunha and Miccoli (201), Delors, 2021, Leffa (2021), Papadima-Sophocleous et al. (2014), Pimenta (2009), Rojo (2013), Sarmento (2004), Zou and Li (2015), among others. The outcomes revealed that English language teachers need to plan their activities from a participatory perspective so that students become active agents in the teaching-learning process in an intercultural dimension and, thus, by having contact with culture, they can appropriate the English language. This conclusion was due to subsequent results from the realization of a sequence of classes based on assumptions of interculturality for the teaching of English language