Report of the exchange experience and its use for the critical language awareness
DOI:
https://doi.org/10.5902/2447115173656Keywords:
Exchange, Experience report, Critical language awarenessAbstract
The writing of the present work, carried out during one of the authors’ exchange, in addition to being an activity to take advantage of studies in the discipline of Critical Language Awareness, taught by the professor in co-authorship, at the graduation in English Language at the State University of Londrina (UEL), it is important to present what was learned, compare it with studies in Brazil and relate them to the discipline itself. During the report, the model used to write it will be exposed; the experiences during the exchange period; new knowledge and worldviews that could be acquired and realities that could be perceived; how were the tasks carried out in the period; the relationship with the institution of origin in Brazil during the research in Canada; and comparisons between both countries in the academic and social spheres.
Downloads
References
BEATO-CANATO, A. P. M; BACK, R; CRISTOVÃO, V. L. L; FRANCESCON, P. K. Voices from the Aboriginals: uma resposta do sul a favor de sulear a educação linguística. Íkala, Revista de Lenguaje y Cultura, v. 27, n. 3, p. 744–762, 16 set. 2022. DOI: https://doi.org/10.17533/udea.ikala.v27n3a09
BONAVISTA, L. Saiba quais são as cidades mais seguras do Canadá. Disponível em: https://etacanadavisa.com.br/post/saiba-quais-sao-as-cidades-mais-seguras-do-canada/. Acesso em: 23 nov. 2022.
BRASIL. Ministério da Educação. Base Nacional Comum Curricular. Brasília, 2018. Disponível em: http://basenacionalcomum.mec.gov.br/images/BNCC_EI_EF_110518_versaofinal_site.pdf. Acesso em: 23 nov. 2022.
BRETON, H.; ALVES, C. A. A NARRAÇÃO DA EXPERIÊNCIA VIVIDA FACE AO “PROBLEMA DIFÍCIL” DA EXPERIÊNCIA: ENTRE MEMÓRIA PASSIVA E HISTORICIDADE. Práxis Educacional, v. 17, n. 44, p. 38–51, 1 fev. 2021. DOI: https://doi.org/10.22481/praxisedu.v17i44.8013
CANADA, G. A. Emerging Leaders in the Americas Program (ELAP). Disponível em: https://www.educanada.ca/scholarships-bourses/can/institutions/elap-pfla.aspx?lang=eng. Acesso em: 22 nov. 2022.
CANADIAN FEDERATION OF STUDENTS. Fairness for International Students. Disponível em: https://www.cfsmb.ca/campaigns/fairness-for-international-students#:~:text=The%20Fairness%20for%20International%20Students,compared%20to%20their%20domestic%20colleagues. Acesso em: 17 dez. 2022.
CÓRDULA, E. B. L.; NASCIMENTO, G. C. C. A produção do conhecimento na construção do saber sociocultural e científico. Revista Educação Pública, v. 18, n. 12, 2018. Disponível em: https://educacaopublica.cecierj.edu.br/artigos/18/12/a-produo-do-conhecimento-na-construo-do-saber-sociocultural-e-cientfico. Acesso em: 27 dez. 2022.
Curriculum Outcomes. Disponível em: https://www.concentus.ca/curriculum-outcomes/#:~:text=Saskatchewan%20curricula%20are%20designed%20to. Acesso em: 24 nov. 2022.
GOVERNMENT OF CANADA. National Day for Truth and Reconciliation. Disponível em: https://www.canada.ca/en/canadian-heritage/campaigns/national-day-truth-reconciliation.html. Acesso em: 22 nov. 2022.
Índice global da paz 2022. Disponível em: https://pt.countryeconomy.com/demografia/indice-global-paz. Acesso em: 23 nov. 2022.
LISSARDY, G. “O que aconteceu no Canadá foi genocídio”, diz parlamentar indígena. BBC News Brasil. Disponível em: https://www.bbc.com/portuguese/internacional-57786853. Acesso em: 22 nov. 2022.
MOREIRA, L. G. G.; ASSIRATI, M. A. O Estado anti-indígena: da colônia ao novo golpe. Tensões Mundiais, v. 15, n. 29, p. 97–118, 2019. DOI: https://doi.org/10.33956/tensoesmundiais.v15i29.2079
MUSSI, R. F. DE F.; FLORES, F. F.; ALMEIDA, C. B. DE. Pressupostos para a elaboração de relato de experiência como conhecimento científico. Práxis Educacional, v. 17, n. 48, p. 60–77, 1 set. 2021. DOI: https://doi.org/10.22481/praxisedu.v17i48.9010
REDAÇÃO SISMMAR. A quem interessa o desmonte da Educação Pública?. Disponível em: https://opopularpr.com.br/a-quem-interessa-o-desmonte-da-educacao-publica/. Acesso em: 23 nov. 2022.
RIBEIRO, D. Sobre o óbvio. Disponível em: http://www.biolinguagem.com/ling_cog_cult/ribeiro_1986_sobreoobvio.pdf.
ROLLEMBERG, M. “A situação dos povos indígenas no Brasil é dramática”. Disponível em: https://jornal.usp.br/radio-usp/a-situacao-dos-povos-indigenas-no-brasil-e-dramatica/. Acesso em 22 nov. 2022.
Saskatchewan Curriculum | English Language Arts 6. Disponível em: https://www.edonline.sk.ca/webapps/moe-curriculum-BB5f208b6da4613/CurriculumOutcomeContent?id= 32 & oc=73759. Acesso em: 22 nov. 2022.
STERZUK, A.; HENGEN, S. “When I Came to Canada like I Heard Lots of Bad Stuff About Aboriginal People”: Disrupting Settler Colonial Discourses Through English Language Teaching. International Perspectives on Critical Pedagogies in ELT, p. 19–37, 12 nov. 2018. DOI: https://doi.org/10.1007/978-3-319-95621-3_2
TAYLOR, S. K., DESPAGNE, C., & FAEZ, F. (2017). Critical language awareness. In John I. L. The TESOL encyclopedia of English language teaching: Teaching speaking and pronunciation in TESOL. Hoboken, NJ: John Wiley & Sons. DOI: https://doi.org/10.1002/9781118784235.eelt0660
WIKIPEDIA CONTRIBUTORS. Regina. Disponível em: https://en.wikipedia.org/wiki/Regina. Acesso em 22 nov. 2022.
WIKIPEDIA CONTRIBUTORS. University of Regina. Disponível em: https://en.wikipedia.org/wiki/University_of_Regina#Notable_faculty_and_alumni. Acesso em 22 nov. 2022.
Downloads
Published
How to Cite
Issue
Section
License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.



