Questão 66208

A teacher is planning a unit on literary movements and their **intercultural articulations**. She decides to move beyond a traditional, chronological approach that focuses only on English and American literature. Instead, she plans to use a comparative approach, where she will select texts from different literary traditions in English, such as postcolonial literature from Nigeria and India, and compare them with texts from the British and American canons. She also plans to use a variety of media, such as movies, music, and documentaries, to help students understand the historical, social, and cultural contexts in which these texts were produced. Her goal is to promote a broader and more critical view of literature, one that recognizes the plurality of voices and experiences in the globalized world. She believes that this approach will not only improve her students' literary literacy but also help them to develop a more empathetic and respectful attitude towards cultural diversity. The challenge lies in selecting texts that are accessible to the students and in creating a pedagogical practice that is conducive to this complex and nuanced analysis.

What is the most appropriate pedagogical approach for an English teacher who wants to teach literary movements and their intercultural articulations?