O cinema na aula de língua estrangeira: uma proposta didático-pedagógica para o ensino-aprendizagem de espanhol

Abstract

The new configuration of the post-modern society has been demanding changes in the teaching extent. We are living in an era in which the school is not the main place where learning happens, and the knowledge is acquired through the interaction in the networks and communities of practice (FAIRCLOUGH, 2001) what makes us think about new ways of teaching and learning. It is necessary that the atmosphere of the classroom translates the transformations of the society, so that it can be considered as a community of practice, place where the knowledge is built. The role that the school should assume, together with the teacher, is to promote opportunities for the construction of new knowledge and for the approach of new cultures. Concerning teaching and learning of foreign language, the proximity among cultures is still more relevant. In new times the progress of the technology has been propitiating a narrowing in the contact among the people, and it is necessary to know not only the language, but also the culture of the other. Learning a foreign language means to familiarize with other manners of acting, thinking and communicating. We understand this practice can be favored by a communicative approach of teaching, whose focus is the united construction of the knowledge through the interaction and negotiation of meaning, so that the learning is relevant to the learner. When we think about procedures that make possible the implementation of a communicative teaching in agreement with the new demands of the modern society, so that it promotes opportunities for the construction of the knowledge through the interaction and negotiation meaning, and, at the same time, it can contemplate the approach of multiple linguistic and cultural varieties of the Spanish language, it seems opportune the use of the movie as a didactic resource. Although the films can be considered as an efficient didactic resource for the implementation of the communicative teaching of languages, for its entertainment nature and for its capacity of promoting the students' larger involvement in the accomplishment of significant activities, we noticed that its use is still quite limited in the teaching process. Considering that gap, the objective of this qualitative research of ethnographic base is investigate the use of the film The Motorcycle Diaries as didactic content in the context of Spanish teaching as foreign language, according to the theory of the significant learning (GEE, 2004; RICHARDS, 2005; SAVIGNON, 2001). The data were obtained by questionnaires, focal group and teacher notes, and they show that the film represents an effective way to present the linguistic input in a contextualized way, besides involving the students in interaction activities and negotiation of meaning, stimulating the critical thought and the world knowledge, and contributing significantly for the development of the student's autonomy as a language learner.