Caminhos e descaminhos do ensino do espanhol no Brasil: um olhar crítico-reflexivo sobre a Base Nacional Comum Curricular

Abstract

This work falls within the area of Applied Linguistics and is interested in studies on teaching learning languages-cultures. Its main objective is to critically analyze the National Common Curricular Base (BNCC), after its approval in 2018, with regard to the teaching of languages cultures in schools, specifically Spanish. This document influenced, in some way, the new scenario of teaching the Spanish Language in Brazil, as the inclusion of the subject in school curricula was no longer mandatory, and the English Language became, once again, the only one offered in the teaching stages. Elementary (final years) and high school. Therefore, it is necessary to carry out a critical-reflexive analysis of the BNCC/2018 in this aspect, observing whether what is proposed in the document is consistent with language policies that provide for intercultural-based Education. The selection of the Base is justified by its relevance and national scope, as it becomes the main guiding document for schools for the preparation of their curricula. In relation to the theoretical framework, the study is based on discussions about languages-cultures, linguistic policies, Spanish teaching, BNCC and decolonial pedagogy, which dialogue with Calvet (2007), Walsh (2009, 2010), Rodrigues (2010), Candau (2012), Mendes (2015), Oliveira (2016), Carvalho (2014), Nogueira (2020) and Santana (2021), among other authors. Methodologically, this research is qualitative, interpretative and documentary in nature, and is also characterized as a complement to bibliographical research. As main results, it was found that the choice of a language was always affected by political, economic and social issues, with no neutrality in preference. Thus, there are many challenges to the democratization of the teaching of languages-cultures in the country's schools, since several paths and detours have been taken by Spanish on Brazilian soil throughout history. Furthermore, it was detected that the deletions in the BNCC are intentional to make other languages unviable, and that both language teachers and researchers in the field of Applied Linguistics must plead for public policies, linguistic policies and discuss the status of languages. Finally, it makes no sense to have seven Spanish speaking countries bordering Brazil and students only have access to English at school.