<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1815-7696</journal-id>
<journal-title><![CDATA[Mendive. Revista de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Mendive]]></abbrev-journal-title>
<issn>1815-7696</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Pinar del Río Hermanos Saíz Montes de Oca]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1815-76962022000100210</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[África en América, para la enseñanza del Inglés en la Universidad]]></article-title>
<article-title xml:lang="pt"><![CDATA[África na América, para o ensino de Inglês na Universidade]]></article-title>
<article-title xml:lang="en"><![CDATA[Africa in America, for the English teaching at the University]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Acosta Padrón]]></surname>
<given-names><![CDATA[Rodolfo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herrera Arencibia]]></surname>
<given-names><![CDATA[Ileana Isabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García García]]></surname>
<given-names><![CDATA[Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Pinar del Río "Hermanos Saíz Montes de Oca"  ]]></institution>
<addr-line><![CDATA[Pinar del Río ]]></addr-line>
<country>Cuba</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2022</year>
</pub-date>
<volume>20</volume>
<numero>1</numero>
<fpage>210</fpage>
<lpage>227</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1815-76962022000100210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1815-76962022000100210&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1815-76962022000100210&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La cultura africana forma parte intrínseca de la cultura de América, comprendida como continente, y no solamente como Estados Unidos. Se expresa en la lengua, el arte, la música, el baile, la literatura, la historia, etcétera. La exclusión de la cultura afro en América en la enseñanza de la lengua inglesa en escuelas y universidades es una realidad debido a diversas razones, desde posiciones discriminatorias hasta indiferentes. Sin embargo, la educación intercultural tiene el objetivo de aprender a vivir en una sociedad diversa, étnica y culturalmente; por ello, figura como un objetivo rector, junto con la competencia comunicativa e interactiva, en la enseñanza de lenguas. El presente artículo tiene como objetivo proponer la inclusión de la cultura afro en América en la enseñanza del inglés en la formación de profesores de lenguas extranjeras de la Universidad de Pinar del Río "Hermanos Saíz Montes de Oca". Para ello, se han utilizado como métodos de investigación: la entrevista, la encuesta, la revisión documental y las técnicas de composición y discusión grupal. Se logró el diseño de los textos y tareas digitales que demuestran la relación entre lengua y cultura y ofrecen oportunidades para el desarrollo de la comunicación, las cuales pueden ser utilizadas en los aprendizajes híbridos y aulas invertidas. Estos productos digitales muestran las contribuciones de la cultura africana a la cultura americana y sus beneficios en la enseñanza del inglés desde un enfoque interactivo, reflexivo y cultural en aras de la formación de un ciudadano mejor.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A cultura africana é parte intrínseca da cultura da América, entendida como continente, e não apenas como os Estados Unidos. Expressa-se na linguagem, na arte, na música, na dança, na literatura, na história, etc. A exclusão da cultura afro na América no ensino da língua inglesa nas escolas e universidades é uma realidade por vários motivos, desde posições discriminatórias até posições indiferentes. No entanto, a educação intercultural tem como objetivo aprender a viver em uma sociedade diversa, étnica e culturalmente; portanto, aparece como objetivo norteador, juntamente com a competência comunicativa e interativa, no ensino de línguas. Este artigo tem como objetivo propor a inclusão da cultura afro na América no ensino de inglês na formação de professores de línguas estrangeiras na Universidade de Pinar del Río "Hermanos Saíz Montes de Oca". Para isso, foram utilizados os seguintes métodos de pesquisa: a entrevista, o levantamento, a revisão documental e as técnicas de composição e discussão em grupo. Foi alcançado o design de textos e tarefas digitais que demonstram a relação entre língua e cultura e oferecem oportunidades para o desenvolvimento da comunicação, que podem ser utilizados em aprendizagem híbrida e salas de aula invertidas. Esses produtos digitais mostram as contribuições da cultura africana para a cultura americana e seus benefícios no ensino de inglês a partir de uma abordagem interativa, reflexiva e cultural em prol da formação de um cidadão melhor.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The African culture is an intrinsic part of the culture in America, understood as a continent, and not only as the United States of America. It is expressed in language, art, music, dance, literature, history, etc. The exclusion of the African culture in America in English language teaching at schools and universities is a reality due to various reasons, from discriminatory to indifferent positions. However, the intercultural education has the objective of learning how to live in an ethnically and culturally diverse society, for this reason, it is included as a guiding objective, together with the communicative and the interactive competence in teaching languages. This article aims to propose the inclusion of the African culture in America in English language teaching in the Foreign Languages training at the University of Pinar del Rio. For this purpose, the research methods used were interview, survey document analysis, and the techniques of composition and group discussion. This was achieved with the design of texts and digital tasks that shows the relationship between language and culture and offers opportunities for the development of communication, which can be used in hybrid learning and flipped classrooms. These digital products show the contributions of the African culture in the American culture and their benefits in English language teaching from an interactive, reflective and cultural approach in the interest of building a better citizen.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[cultura africana]]></kwd>
<kwd lng="es"><![CDATA[América]]></kwd>
<kwd lng="es"><![CDATA[enseñanza del inglés]]></kwd>
<kwd lng="es"><![CDATA[educación intercultural]]></kwd>
<kwd lng="es"><![CDATA[Universidad]]></kwd>
<kwd lng="pt"><![CDATA[cultura africana]]></kwd>
<kwd lng="pt"><![CDATA[América]]></kwd>
<kwd lng="pt"><![CDATA[ensino de inglês]]></kwd>
<kwd lng="pt"><![CDATA[educação intercultural]]></kwd>
<kwd lng="pt"><![CDATA[Escola Superior]]></kwd>
<kwd lng="en"><![CDATA[African culture]]></kwd>
<kwd lng="en"><![CDATA[America]]></kwd>
<kwd lng="en"><![CDATA[English teaching]]></kwd>
<kwd lng="en"><![CDATA[intercultural education]]></kwd>
<kwd lng="en"><![CDATA[University]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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