Interculturalidade Crítica e CALL no ensino de inglês: Uma abordagem necessária na educação contemporânea na Colômbia
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Os eventos mais recentes na história contemporânea aceleraram não apenas a evolução da tecnologia, como também de múltiplos campos do conhecimento, incluídos os modelos de ensino de Inglês como Língua Estrangeira (EFL, na sigla em inglês). Entretanto, a educação na Colômbia demonstra resistência às mudanças do século XXI devido ao choque geracional entre “nativos digitais” e “imigrantes digitais” (Prensky, 2001). O ensino de EFL nas escolas públicas colombianas tem sido fiel aos modelos ocidentais que se distanciam dos contextos locais e contribuem de forma limitada à reflexão, ao fomento de propostas e agenciamento por parte dos alunos sobre a realidade social cotidiana, ações que visam promover a Interculturalidade Crítica (CI) nas palavras de Catherine Walsh (Walsh, 2010). Além disso, a integração da Aprendizagem de Línguas Assistida por Computador (CALL, na sigla em inglês) para desenvolver esta abordagem é deficiente, uma vez que seu uso tem se restringido principalmente à melhoria das competências linguísticas. Este artigo de reflexão apresenta alguns fundamentos teóricos e estudos empíricos que revelam a importância de desenvolver mais pesquisas que propiciem a integração das CI e CALL no ensino de EFL nas escolas secundárias públicas da Colômbia.
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Accepted 2024-08-30
Published 2024-09-08
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