O ensino de espanhol no ensino médio: uma proposta intercultural de intervenção pedagógica em uma escola na fronteira Brasil/Uruguay

Abstract

This work aims primarily to contribute to the maintenance and enhancement of Spanish language teaching in Secondary Education, especially in a public school situated on the border between Brazil and Uruguay. In the current context, Brazilian educational policies have undervalued the teaching of Spanish, leading to its exclusion from several schools. In light of this situation, we seek to reinforce the relevance of its teaching by adopting an intercultural perspective. Specific objectives include contextualizing the language policies directed at Spanish teaching in Brazil and, more specifically, in Rio Grande do Sul, a region with strong connections to Spanish-speaking countries, whose border reality is often ignored by these policies. Additionally, this work aims to highlight students' perceptions of Spanish and promote the teaching and learning of the language as an additional language that is part of their daily lives. The research showed that, although language policies recognize the importance of Spanish, in practice, its teaching faces barriers such as lack of institutional support and the absence of continuity in the school curriculum. On the other hand, students' representations reflect a strong affinity with the Spanish language due to its linguistic proximity and cultural value in the border region. The pedagogical intervention, based on an intercultural approach, aimed to reframe Spanish, promoting its teaching as a nearby additional language and valuing local cultural identities. We conclude that an intercultural approach to teaching Spanish is essential to promote the recognition of linguistic practices at the border and integrate the language as part of the local identity of students, thereby strengthening its presence in the school curriculum and valuing the cultural practices of the border region.