Textos autênticos, adaptados e semi-autênticos no ensino de alemão como língua estrangeira: reflexões sob a perspectiva da pedagogia pós-método e da aprendizagem como participação

Abstract

The present research aims to rethink the role of authentic texts in foreign language teaching and learning, especially of German as a foreign language, based on the perspective of the post-method pedagogy and the concept of learning as participation. Starting from a survey that shows little presence of authentic texts in textbooks for German as a foreign language for beginner levels (A2 level of European Framework of Reference), and taking into account that textbooks are still the main tool for teaching in most institutions, this research seeks to think about the consequences of this scenario on the development of a critical and transformative teaching. Hence, this work expects to problematize the differences between authentic, adapted and semi-authentic texts included in international textbooks of German as a foreign language, and speculate on some possible effects resulting from the use of each of these materials for the mentioned perspectives. Based on the parameters of the post-method pedagogy elaborated by Kumaravadivelu (2006) and the concept of learning as changing participation by Lave & Wenger (1991), combined with the concept of discourse community from Swales (1990), comparative analyses between authentic and adapted texts from the genres "interview" and "newspaper article" were carried out, noticing which elements of the authentic text were retained or omitted in the adaptation, and how they could support or hinder the realization of a critical teaching and learners' legitimate peripheral participation in discourse communities of the target language. The analyses results reveal that adapted texts usually convey a positive message about the country and culture of the target language, related mostly to professional success, and the same does not occur in authentic texts, which bring more realistic and diversified points of view of the culture of the target language. Subsequent analyses with semi-authentic texts show that the tendencies found in adapted texts are also present in semiauthentic texts, which turns the textbook into a "postcard of the target language" (BOLOGNINI, 1991) instead of a tool that helps the participation and the development of critical awareness of the learner. Moreover, an analysis of an authentic interview included in a textbook shows that authentic texts, even when included in a textbook, can provide more opportunities of learner participation in discourses of the target-culture and have greater potential of developing learner awareness. The role of teachers in developing learners' critical awareness and participation in foreign language classroom was also highlighted, acknowledging their value in the mediation between the learner and the text, but also raising questions about the range of their freedom when working with conventional textbooks and the need of specific instruction to deal with other materials, especially the ones which are not previously facilitated for language teaching and learning. Lastly, a proposal on the understanding of the concept of legitimate...

Ensino de estratégias de escrita para a composição do texto argumentativo

“…O programa aqui apresentado, desenvolvido pelas professoras de Português do 9.º ano de escolaridade, teve por principais objetivos desenvolver nos alunos competências de planificação e estratégias argumentativas, de modo a ser respeitada uma estrutura materializada numa sequência composta, essencialmente, por argumentos e contra-argumentos (Adam, 2011;Silva, 2012).…”