In the area of language teaching both language skills and textual genres can be worked with simultaneously (thus responding to the Brazilian Curricular Parameters and to the trends in contemporary education, which emphasize contextualized teaching) by means of computers. Computers can make the teaching process dynamic and rich, since they enable the access to the foreign language through virtual environments, which creates a larger number of learning contexts, with all their specific vocabulary and linguistic features in real communication. This study focuses on possible applications of this kind of approach. The computer online is a resource of diverse textual genres and can be an important tool in the language classroom as well as an access to authentic material produced in contextualized practice close to real-life communication. On the other hand, all these materials must be appropriately used without ever worshipping the technology as if it were a miraculous solution. After all, the professional pedagogic skills of the teacher should never be forgotten or taken for granted. In this study, a series of interviews with teachers was carried outboth with Brazilian teachers of the public sector (basic education) and language institutes (private English courses) as well as teacher trainers (university professors), in order to verify if the teachers were prepared to work with informatics in teaching practices, and check the professionals' views on the subject. The ideas of Maingueneau and Marcuschi about textual genres are a theoretical base in this work, besides the concept of cognitive economy. The text and its typology are focused here as the basic material for teaching English, through digital technologies and hypermedia. The study is also based on Sharma and Barrett's notion of blended learning as a balanced combination of technological resources and traditional practices in the classroom. Thus, this is an attempt to investigate the relevance of information and communication technologies in the education and professional practice of English teachers in Brazil in the context of the 21 st century.

Science dissemination texts employ diverse discursive features aimed at facilitating the understanding of scientific concepts to a non-initiated public. This study aims to assess whether autonimic modulation is, in fact, a platform for discursive heterogeneity in science dissemination texts as well as

This paper discusses some general elements on classroom research through a brief idea of this type of research as well as through some basic concepts about it. In addition, the most common research methods used in this context are described and the ways to collect and analyse the data are discussed.

Resumo O livro didático de língua estrangeira representa um papel decisivo na construção do imaginário cultural do aprendiz. Muitas vezes o primeiro contato com a língua-cultura alvo dá-se por meio do livro didático. Daí a importância que esse veículo tem na constituição da cultura do aprendiz. O presente trabalho tem o objetivo de refletir sobre tarefas culturais propostas no livro didático Terra Brasil: curso de Língua e Cultura, verificando se as mesmas são contempladas pelo quadro de abordagens de ensino de cultura propostas por Gimenez (2002). A essas interpretações sobre o ensino de cultura, somam-se quatro categorias de cultura desenvolvidas por Moran (1990) e adaptadas por Fontes (2002). Portanto, este trabalho pretende estimular a criação de um lugar intercultural, onde o aprendiz e o professor de PLE se sensibilizam por meio de um olhar crítico e cultural, para as suas próprias visões de mundo, ao descobrirem-se capazes de aceitar e respeitar o outro no espaço da interculturalidade. Palavras-Chave: Cultura; Abordagens de Ensino de Cultura em PLE; Livro didático AbstractThe foreign language course book has a crucial role in the construction of a learner's cultural imagination. The first contact with the target language often comes from the textbook itself, and this is the reason for its importance in the learner's construction of culture. The objective of this paper is to reflect on cultural tasks in the Terra Brasil: curso de língua e cultura course book. The study aims to verify whether the tasks fit Gimenez's (2002) table of approaches to teaching culture. The study also uses the four categories of culture proposed by Moran (1990), and adapted by Fontes (2002). Thus, this paper intends to encourage the creation of an intercultural place, where the learner and teacher of Portuguese as a foreign language will become interculturally sensitive by means of a critical and cultural perspective in relation to their own world views, when they realize that they are able to accept and respect the intercultural space of others.

ResumoO objetivo deste artigo é refletir sobre o papel da cultura e da (inter) culturalidade no ensino de português como LE em um ambiente de imersão, através da experiência das autoras com um grupo de estudantes da República Dominicana e Haiti, em Belo Horizonte -MG, Brasil. Para alcançar tal objetivo, este trabalho apresenta um estudo de caso de caráter qualitativo, em que as tarefas e atividades realizadas dentro e fora de sala foram estudadas à luz dos conceitos teóricos da abordagem intercultural e aspectos identitários no ensino de Português Língua Estrangeira (PLE), baseado nos trabalhos de Júdice (2005) (2015), entre outros. As percepções das autoras e dos aprendizes a respeito das aulas também são discutidas através das respostas dos alunos, relatadas em um questionário sobre o curso de língua portuguesa e cultura brasileira realizado no primeiro semestre de 2015. Palavras-chave: Português como língua estrangeira. Abordagem intercultural. Ambiente de imersão. AbstractThis article aims to reflect on the role of culture and (inter) culturalism in Portuguese teaching as FL in an immersive environment, based on the authors' experience with a group of students from the Dominican Republic and Haiti, in Belo Horizonte, MG, Brazil. To achieve this goal, this paper presents a qualitative case study in which tasks and activities given inside and outside of the classroom were studied in the light of theoretical concepts such as the intercultural approach and identity aspects in teaching Portuguese as a Foreign Language (PFL). The theoretical base came from the works of Júdice (2005) (2015), among others. The authors' and the students' perceptions about the classes are also discussed using their answers to a questionnaire about the course of Portuguese language and Brazilian culture that was offered in the first semester of 2015.