The general objective of this research is to analyze critically and thoughtfully how
interculturality is constituted and made present in the "Joy!" textbook, published by
FTD, a single volume for all High School by the National Textbook Program (PNLD)
for four years, that is, until 2024. And it unfolds in the following specific objectives: a)
To expand knowledge in a chronological perspective about the connective link existing
between language, culture and language teaching; b) To abstract the understanding
about 'interculturality' based on conceptions of scholars of Applied Linguistics; c) To
reflect about the new conceptions of AL (Additional Language) teaching based on
intercultural communicative competence according to Byram (1997) and the Common
European Framework of Reference for Languages (CEFR) and; d)Implement the units
of the book in question for an intercultural approach aiming to stimulate students to
think about diverse cultures and also reflect about their own culture in order to
understand that there is no superior or inferior culture, but different cultures, just like
ours. It seeks to answer the following question: How does the English textbook of the
"Joy!" collection, published by FTD, approaches interculturality? Thus, considering that
this is one of the main pedagogical resources for teaching and learning the English
Language accessible to all students and teachers from Colégio Estadual Girassol de
Tempo Integral Nazaré Nunes da Silva, in Aguiarnopólis Town, Tocantins State. The
focus is on the English Language, which is used as a lingua franca or global language
of communication to contemplate and receive the linguistic characteristics or individual
'voices' of collective representation of each citizen, once absent from this teaching
process, which consisted of an ethnocentric model rooted in a conception centered on
the native speaker as the only one to constitute himself as a competent speaker, it is
worth highlighting the concept of additional language in this context. During the
qualitative research with a bibliographic and documental approach, we dialogued
about the intercultural theme proposed by Applied Linguistics with scholars with
relevant theories and researches to the discussions about interculturality, textbooks
and English language learning based on Byram (1997), Byram, Gribkova, Bella and
Starkey (2002), Kramsch (1996, 2017), Moita Lopes (1998, 2006), Windowson (2001),
Hall (2000, 2003, 2006), Kumaravadivelu (2006), Candau (2016), Silva (2011), Jenkins
(2015), Rajagopalan (2016). This research presents a qualitative approach in the
context of a documentary analysis about the English Language textbook of a public
school in northern Brazil in the light of interculturality, recognizing the relevance of
fomenting the construction of teaching materials with proposals that enable the
teaching and learning of English as a lingua franca.
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