¡Me gritaron negro y latino!: a afrolatinidade em uma proposta de intervenção pedagógica na aula de espanhol.

Abstract

This article presents a proposal for pedagogical intervention followed by a Didactic Unit focused on teaching Spanish in the 9th year of Elementary Education in the Brazilian context, with a focus on Afro-Latin identity and Latin American culture. Inspired by the approach of Domingo and Cardozo (2023), Critical Applied Linguistics by Moita Lopes (2006), and Bennett's cultural conceptualization (1991), the proposal aims to promote the appreciation of cultural and linguistic diversity of Latin American Spanish in the Rio Grande do Sul region. The study briefly contextualizes the space of Spanish in the current Brazilian educational scenario, especially through the National Common Curricular Base (BNCC) and National Curriculum Parameters (PCNs). Grounded in Mignolo (2011) and Walsh (2009), the paper discusses how a decolonial perspective can contribute to making Spanish teaching more inclusive and representative, particularly regarding Afro-descendant presence and Afro-Latin culture in Latin America.