Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-06-13T18:51:48Z No. of bitstreams: 1 BrunoFerreiraDeLima_TESE.pdf: 1932489 bytes, checksum: 45bee1493aa2f32ef20a637a32e20eb7 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-06-13T20:48:58Z (GMT) No. of bitstreams: 1 BrunoFerreiraDeLima_TESE.pdf: 1932489 bytes, checksum: 45bee1493aa2f32ef20a637a32e20eb7 (MD5) / Made available in DSpace on 2017-06-13T20:48:59Z (GMT). No. of bitstreams: 1 BrunoFerreiraDeLima_TESE.pdf: 1932489 bytes, checksum: 45bee1493aa2f32ef20a637a32e20eb7 (MD5) Previous issue date: 2017-03-24 / Este trabalho tem como objetivo geral promover uma experi?ncia intercultural via telecolabora??o ass?ncrona no ambiente escolar. Tamb?m s?o objetivos espec?ficos desta pesquisa elaborar e implementar um protocolo de atividades preparat?rias para a telecolabora??o ass?ncrona e identificar aspectos que denotem o desenvolvimento da Compet?ncia Comunicativa Intercultural (CCI) nas produ??es dos alunos brasileiros participantes. Com base nisso, realizamos uma pesquisa qualitativa interpretativista (BORTONI-RICARDO,2008) que contou com a participa??o 30 alunos brasileiros do Ensino M?dio do IFRN Campus Natal Zona Norte que se corresponderam via e-mail com cerca de 110 alunos universit?rios da Universidade da Calif?rnia em Davis durante seis semanas. O corpus analisado foi composto por um question?rio aplicado aos alunos brasileiros como parte de sua prepara??o para a telecolabora??o, e pelos e-mails escritos por eles ao longo das semanas da parceria. Apoiamo-nos, principalmente, nos estudos de Byram (1997; 2008) e Kramsch (1993; 1996; 1998), no que diz respeito ao desenvolvimento da Compet?ncia Comunicativa Intercultural, ao ensino intercultural de l?nguas e ? rela??o entre l?ngua e cultura; em Belz (2003), Menard-Warwick et al (2013) e O?Dowd (2003; 2011) que discorrem sobre a telecolabora??o como recurso para o ensino de l?nguas. Os resultados relevam que os alunos brasileiros aproveitaram a experi?ncia intercultural para discutir assuntos complexos como preconceito, diversidade cultural e as no??es atreladas ? l?ngua inglesa no Brasil. O protocolo de atividades mostrou-se consistente na prepara??o dos alunos para a colabora??o. Dele, destacam-se as simula??es de envio e resposta de mensagens e a exposi??o de e-mails reais com o prop?sito de debater a corre??o gramatical, a adequa??o dos n?veis de formalidade e discutir aspectos culturais. Ademais, atrav?s de an?lise lingu?stica aplicada aos e-mails, em que se utilizaram os Sistemas de Avaliatividade, ficaram evidenciados os indicadores do desenvolvimento de todos os componentes da CCI, quais sejam, atitude, conhecimento, habilidades e consci?ncia cultural cr?tica. / This work aims to promote an intercultural experience via asynchronous telecolaboration in the school environment. There are also specific objectives in this research, which are to elaborate and implement a protocol of preparatory activities for the asynchronous telecolaboration and to identify aspects that denote the development of the Intercultural Communicative Competence (ICC) in the productions of the participating Brazilian students. Based on this, we carried out a qualitative interpretative research (BORTONI-RICARDO, 2008) that counted on the participation of 30 Brazilian High School students from IFRN Campus Natal Zona Norte, who corresponded via e-mail with about 110 university students from the University of California - Davis for six weeks. The corpus analyzed was composed of a questionnaire applied to the Brazilian students as part of their preparation for the telecolaboration, and by e-mails written by them during the weeks of the partnership. We are support the studies of Byram (1997, 2008) and Kramsch (1993, 1996, 1998), regarding the development of Intercultural Communicative Competence, intercultural language teaching and the relationship between language and culture; In Belz (2003), Menard-Warwick et al (2013) and O'Dowd (2003; 2011) who discuss telecolaboration as a resource for language teaching. The results show that the Brazilian students took advantage of the intercultural experience to discuss complex subjects such as prejudice, cultural diversity and the notions linked to the English language in Brazil. The activity protocol proved to be consistent in preparing students for the collaboration. In the list of actions developed and implemented, we highlight the simulations of sending and replying to messages and the exhibition of real emails for discussing grammatical correction, the adequacy of levels of formality and addressing cultural aspects. In addition, through the linguistic analysis applied to the e-mails, in which the Appraisal Systems were used, the indicators of the development of all the components of the ICC, namely, attitude, knowledge, skills and critical cultural awareness were evidenced.