Utilize este identificador para referenciar este registo: http://hdl.handle.net/10400.19/2847
Título: Textbooks as a basic resource for the promotion of intercultural coexistence? – A case study
Autor: Amante, Susana
Pinho, Sara
Balula, João Paulo Rodrigues
Palavras-chave: Literature of Portuguese-speaking countries for children and young adults
Textbooks
Curriculum
Identity
Difference
Data: 16-Mar-2015
Editora: Inter-Disciplinary.Net
Citação: Amante, S., Pinho, S., & Balula, J. P. (2015, March). Textbooks as a basic resource for the promotion of intercultural coexistence? – A case study. Paper presented at “8th Global Conference: Interculturalism, Meaning and Identity”, Lisbon.
Resumo: It has become commonplace to assert that we are living in a time of rapid economic transformation and social mobilisation, which leads to a massive flow of people and goods across borders. This phenomenon has been changing the way in which communities function and, besides economic and social implications, political and cultural conditions follow a parallel course. No longer, if ever, can we speak of “pure” cultures rooted in one particular geography, because cross-cultural interactions have been challenging one’s sense of identity. As a matter of fact, identities are hybrid, dynamic, often fractured and even imagined in nature. Yet, certain common experiences and phenotypical traits have contributed, most of the times, to the emergence of a national consciousness and to an ethnocentric/eurocentred vision of the world. Cliché as this may sound, since there is now a plethora of literature on multiculturalism and on interculturalism, the fact is that, in Portuguese schools, some students still seem to be shaped and limited by their cultural background and it is up to us, as teachers, to prepare children for this contemporary globalised world. But education is much linked to the ideology of the ruling elites and is political at every stage. The textbook publishing industry, following a selective curriculum, is proof of the perpetuation of the “status quo”, because school materials have sometimes ignored and marginalised peoples seen as the “Other”. In this light, time has come for us to analyse the way that textbooks have adopted and adapted to the government’s recent policies, the so called “Metas Curriculares”, namely in the treatment of a literary corpus. We will direct our particular attention to textbooks that address Mia Couto’s “O beijo da palavrinha” and “O gato e o escuro” to check if activities relating to the texts of this Mozambican writer do promote tolerance and acceptance of differences or if they are marked by ignorance and prejudice.
Peer review: yes
URI: http://hdl.handle.net/10400.19/2847
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