Democratization of knowledge of language and culture in a telecollaborative context: Reflections based on critical pedagogy

Abstract

This chapter focuses on the observation of Teletandem practices as a context of democratization of foreign language and culture knowledge to students from the popular classes. From the understanding of foreign language knowledge as a cultural capital valued socially, we propose a discussion about the practices and public policies of teaching foreign languages in Brazil in the light of a critical perspective of education for foreign languages and cultures. Based on this discussion, we analyzed the profile of students of Letters who practice Teletandem at UNESP-Assis, based on a questionnaire specifically applied for this purpose. Methodologically based on a qualitative research perspective, we observed the reflexes of the participation of students in the Teletandem Program in their education. The results of the research corroborate the role of Teletandem as the first virtual exchange for most participants indicate the possibility of changes in the process of filling vacancies among registrants and ratify the importance of this telecollaborative practice as a context of intercultural contact in the language teacher education.