Literatura em aula de francês como língua estrangeira: uma proposta para o Idiomas sem Fronteiras-francês

Abstract

This article aims to present a proposed activity for approaching literature in English-language and Literary Education (FLE) classes from the perspective of plural approaches within the IsF-F. To this end, we draw primarily on the contributions of Jover-Faleiros (2009) for the development of literary readers, Pinheiro-Mariz (2007, 2014) for the development of intercultural competence, and Candelier et al. (2015) for the concept of plurilingualism of texts from different languages. We discuss and analyze the importance of approaching literature and literary reading in English-language and Literary Education (FLE) classes. To this end, we work with the written text Scholastique Mukasonga to evoke other important authors and to bring pertinent debates on Black feminist thought and various intersectionalities, promoting otherness and the formation of critical and socially engaged readers. The initiative aligns with the strong confluence of languages ​​in Brazil and the efforts of Higher Education Institutions (HEIs) to introduce new teaching perspectives within the scope of IsF-F.