Promovendo a competência intercultural na formação de professores: uma experiência de diálogo de Co construção trinacional
- Lisseth Rojas- Barreto
, - Jairo Enrique Castañeda-Trujillo,
- Bryan Meadows
Resumo
Este artigo analisa, por meio de um estudo de caso interpretativo, a utilidade de uma estratégia de aprendizagem experiencial — diálogos de Co construção intercultural — para ajudar professores estagiários de três países a melhorar suas competências em CI. Os quinze participantes realizaram atividades dialógicas ao longo de quatro meses usando tecnologias digitais de tele colaboração e geraram dados escritos e verbais, que foram codificados colaborativamente. A análise foi baseada no modelo de competência comunicativa intercultural (ICC) de Byram (2021). O estudo determinou o engajamento dos alunos participantes principalmente em dois componentes do ICC: atitudes interculturais e consciência cultural crítica. A discussão destaca o crescimento dos alunos em elementos chave da consciência cultural crítica, como suspensão de julgamento, perspectivas etnorrelativas e sensibilidades glocais. Conclui-se que a estratégia de diálogo de Co construção intercultural fomentou a valorização do conhecimento cultural global e local e promoveu a consciência crítica dos contextos sociais, destacando a necessidade de modelos interculturais na formação de professores para apoiar pedagogias culturalmente sustentáveis.
Palavras-chave
competência intercultural, tele colaboração, formação inicial de professores, diálogos de Co construção, consciência crítica intercultural, atitudes interculturais
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