Abstract
This article aims to present the intercultural experience of Teletandem involving students from two Brazilian federal universities. Following the methodological approach of the experience report (MUSSI; FLORES; ALMEIDA, 2021MUSSI, Ricardo Fraklin De Freitas; FLORES, Fabio Fernandes; ALMEIDA, Cláudio Bispo De. Pressupostos para a elaboração de relato de experiência como conhecimento científico. Revista Práxis Educacional, v. 17, n. 48, p. 61–77, 2021. DOI: 10.22481/praxisedu.v17i48.9010.
https://doi.org/10.22481/praxisedu.v17i4...
), we developed a collaborative academic-reflexive essay that emerges from a virtual foreign language practice within the Spanish I course at the Federal University of Campina Grande (UFCG). Inspired by the philosophy of Paulo Freire, we discuss how this tool can foster the teaching and learning of foreign languages, creating authentic interaction scenarios among students and promoting autonomy, reciprocity, and peer collaboration. Simultaneously, we identify some challenges and potential obstacles that may interfere with the activity. We conclude that Teletandem emerges as a powerful intercultural activity capable of fostering exchange and reflection on the demands and challenges faced by rural populations in Latin America.
Keywords:
Language instruction; Technology and education; Learning Experiences; Intercultural education