Please use this identifier to cite or link to this item: https://app.uff.br/riuff/handle/1/18486
Title: O componente cultural hispano-americano na formação de professores de espanhol como língua estrangeira (E/LE) no Brasil
Keywords: Letras;  Estudos linguísticos;  Estudos de linguagem;  Língua estrangeira;  Espanhol;  Ensino;  Aprendizagem;  latino-americano;  Hispano-americano;  Formação de professores;  Teaching and learning of spanish;  Training of teachers;  Cultural component;  Hispanic America;  Latin America
Issue Date: 29-Feb-2008
Abstract: This thesis, whose area is language studies, including Applied Linguistics considered as a science that imporves the effectiveness of the use of language, in this case, understood as a reflection of a certain culture and a certain social behavior, is an attempt to answer the following question: why work and how to work the cultural component of Hispanic America, in the learning of Spanish as a Foreign Language (E/LE), with adult learners in a training course for teachers? The methodology used was qualitative and descriptive in its nature, and the search took place with students of a private college in the city of Rio de Janeiro, whose teaching project guided the production of a specific educational material, also analised by us. Therefore, the theoretical basis which served to the search led to the discussion of issues relevant to that proposal, leading us to define notions about culture and cultural identity of Hispanic America, understood as border area between the language-culture of the foreing language and the language-culture of the apprentices mother language. These theoretical concepts were seen as key elements to learning of E/LE by Brazilians, taking as reference a cultural approach. The analysis of the instruments of search (a questionnaire and a textbook) has been guided by two concerns: our interest in understanding the conception of Hispanic America and Latin America these instruments worked with, and if the apprentices felt themselves inserted in this cultural context. And the result of the analysis has shown that those subjects recognize the differences between Latin American peoples, are aware and proud of belonging to the cultural community, in addition to having changed old limiting conceptions. Therefore, we concluded that the knowledge and understanding of different cultural identities of Latin America contribute to the training of teachers of E/LE making them more aware of Latin American identities and the place teachers of E/LE occupy, in this context, as brazilian citizens.
URI: https://app.uff.br/riuff/handle/1/18486
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