O livro didático no ensino de línguas na educação básica: Perspectivas da interculturalidade invisibilizada.

Abstract

The general objective of this research is to analyze critically and thoughtfully how interculturality is constituted and made present in the "Joy!" textbook, published by FTD, a single volume for all High School by the National Textbook Program (PNLD) for four years, that is, until 2024. And it unfolds in the following specific objectives: a) To expand knowledge in a chronological perspective about the connective link existing between language, culture and language teaching; b) To abstract the understanding about 'interculturality' based on conceptions of scholars of Applied Linguistics; c) To reflect about the new conceptions of AL (Additional Language) teaching based on intercultural communicative competence according to Byram (1997) and the Common European Framework of Reference for Languages (CEFR) and; d)Implement the units of the book in question for an intercultural approach aiming to stimulate students to think about diverse cultures and also reflect about their own culture in order to understand that there is no superior or inferior culture, but different cultures, just like ours. It seeks to answer the following question: How does the English textbook of the "Joy!" collection, published by FTD, approaches interculturality? Thus, considering that this is one of the main pedagogical resources for teaching and learning the English Language accessible to all students and teachers from Colégio Estadual Girassol de Tempo Integral Nazaré Nunes da Silva, in Aguiarnopólis Town, Tocantins State. The focus is on the English Language, which is used as a lingua franca or global language of communication to contemplate and receive the linguistic characteristics or individual 'voices' of collective representation of each citizen, once absent from this teaching process, which consisted of an ethnocentric model rooted in a conception centered on the native speaker as the only one to constitute himself as a competent speaker, it is worth highlighting the concept of additional language in this context. During the qualitative research with a bibliographic and documental approach, we dialogued about the intercultural theme proposed by Applied Linguistics with scholars with relevant theories and researches to the discussions about interculturality, textbooks and English language learning based on Byram (1997), Byram, Gribkova, Bella and Starkey (2002), Kramsch (1996, 2017), Moita Lopes (1998, 2006), Windowson (2001), Hall (2000, 2003, 2006), Kumaravadivelu (2006), Candau (2016), Silva (2011), Jenkins (2015), Rajagopalan (2016). This research presents a qualitative approach in the context of a documentary analysis about the English Language textbook of a public school in northern Brazil in the light of interculturality, recognizing the relevance of fomenting the construction of teaching materials with proposals that enable the teaching and learning of English as a lingua franca.