Caminhos interculturais no ensino-aprendizagem de Espanhol para as relações étnico-raciais: a professora como autora de material didático

Abstract

The present study, inserted in the area of Applied Linguistics (AL), aims to understand the challenges and possibilities encountered by the teacher in the process of proposing, developing and applying Spanish language teaching material for ethnic-racial relations with an intercultural perspective. The setting for these observations and discussions is the Instituto Federal da Bahia (IFBA) on the Seabra campus, located in the Chapada Diamantina region. The methodology used was qualitative research with an interpretive basis, as it is concerned with analyzing and interpreting the data obtained from the instruments used to generate these data. Three instruments were used for this research: (1) virtual diagnostic questionnaire; (2) the didactic unit elaborated and (3) the field notes. The theoretical discussions undertaken in order to achieve the proposed objectives are organized in the following axes: Applied Linguistics; The importance of teaching and learning Spanish as a foreign language; Interculturality; The development of teaching materials and Ethnic-racial relations in teaching and learning Spanish. From the analysis of the data generated in conjunction with the theoretical references, they show that the teaching and learning of the Spanish language for a critical education, which is anti-racist and aware of the conjuncture and context in which it will be developed, needs to have as its central guidelines the social discussions that are directly related to the lives of students. In this way, the discussion that I propose proves to be important for active teachers and teachers in initial and continuing education who are inserted in the teaching-learning process of Spanish as a foreign language.