The teaching of Spanish language in a decolonial perspective: resignifying learning
The aim of this text is to analyze how the contents of the book Cercanía contribute to decolonial action. To this end, it draws on the Bakhtinian conception of language as a social practice and decolonial studies for questioning hegemonic/Eurocentric domination and promoting critical reflection on d...
| Autores: | , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Federal de Santa Maria (UFSM) |
| Repositorio: | Letras (Santa Maria. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/73744 |
| Acceso en línea: | https://periodicos.ufsm.br/letras/article/view/73744 |
| Access Level: | acceso abierto |
| Palabra clave: | Teaching-learning Spanish language Coloniality Decoloniality Ensino-aprendizagem Língua espanhola Colonialidade Decolonialidade |
| Sumario: | The aim of this text is to analyze how the contents of the book Cercanía contribute to decolonial action. To this end, it draws on the Bakhtinian conception of language as a social practice and decolonial studies for questioning hegemonic/Eurocentric domination and promoting critical reflection on diverse non-hegemonic identities. The results indicate that the textbook Cercanía - Modern Foreign Language - Spanish, portrays some of its content from the decolonial logic, however, a revision is necessary to correspond to the countless realities of the commonly marginalized subjects. |
|---|