Nós do Sul na Educação Básica: suleando a práxis docente e a educação linguística em espanhol em contexto sergipano

Abstract

This research is in the field of Applied Linguistics and its main objective is to offer alternatives for the southing of both teacher praxis and Spanish language education in Basic Education, based on experiences with future Spanish language teachers in the state of Sergipe, Brazil. To achieve this end, four specific objectives were established: a) to understand the south and its oppositions in respect to the southing of teaching praxis and Spanish language education; b) to develop Spanish teaching material for Basic Education that take into consideration voices from the south; c) to analyze teaching materials created in collaboration with research participants in a process of southing teaching praxis and Spanish language education; d) to evaluate the implications that the engagement with the created materials raised for both the teaching praxis and Spanish language education in Basic Education in a southing perspective. The theoretical framework that supported the thesis discussions is constituted by the following southing pillars: Applied Linguistics; southing; teaching; Spanish language education; and social identities of ethnicity, race, gender, and sexuality. In regard to methodological support, this research is qualitative in nature, with a heuristic basis, as it encompasses self-reflection processes of those involved in and with the study. The research was carried out with eight undergraduate student-teachers from the Spanish Literature course at the Federal University of Sergipe (UFS) who were taking part in the Institutional Teaching Scholarship Program for Beginner Teachers (PIBID), and with four Spanish language classes from the Laboratory School of UFS (CODAP/UFS), that is, a group of the 6th grade in Elementary School and the 1st, 2nd and 3rd grades of High School. The research instruments used were questionnaires, field notes and selected teaching materials prepared by the researcher in collaboration with the student-teachers. To generate, record and analyze data, the following strategies were adopted: group discussion and follow-up meetings with the student-teachers, observation of classes in which the created materials were implemented and critical sessions with the Basic Education students and the student-teachers. Through this heuristic process with a collaborative bias, in search of a methodology “otherwise”, the group of student-teachers, divided into four pairs, created teaching materials that included voices from the south – indigenous people, women, black people and LGBTQIA+ - which were then taken to CODAP/UFS classrooms. Regarding the analysis of the data generated, this study used contributions from Discursive Textual Analysis – DTA (Moraes, 2003) for recognizing its assumptions as a new paradigm that seeks to understand phenomena in a plural, heterogeneous and transversal way. As a result of the analyses, it was possible to understand how the southing of teaching praxis, during the research process, supported the proposal for a Spanish language education from the south shared in the classrooms involved in the research. Among the main mobilizations towards the epistemic and geographic south are the following: attention to voices and the local context; need for socio-identity literacy of the participants of the study; coherence in the representations of the social identities covered; projection of places for listening and speaking; diversity in origin and discursive genres; pedagogical investment in linguistic materiality; and engagement with intercultural dialogues.