A caminho de uma pedagogia decolonial nas aulas de língua espanhola uma experiência no ensino fundamental II de uma escola pública e periférica de Maceió

Abstract

This study addresses decolonial pedagogical experiences in teaching Spanish as an additional language (ELA) in elementary school classes at a public and peripheral school in Maceió-AL, located in a community in the Benedito Bentes II neighborhood. These practices had as their core theme the discussions about racism and were developed remotely, via WhatsApp, during the social distance from the Covid-19 pandemic, in 2020. The problem that led this investigation came from the following question: In what way was it possible to develop one decolonial pedagogy through teaching and learning ELA in the context of social distancing? In order to carry out this study, the following southing questions were taken as a basis: How could ELA classes contribute linguistically and discursively to a decolonial teaching-learning experience? How did the ELA practices implemented affect the world sensibilities of the research participants? What traits and marks of detachment constituted this teaching-learning experience of ELA? Based on these questions, a qualitative research was carried out – inserted in the field of transdisciplinary studies of Applied Linguistics – characterized as Investigación-acción participativa (IAP), a political-theoretical-methodological perspective disseminated by Orlando Fals Borda. The data were generated in remote classes, conducted between May 20 and December 16, 2020, for students in the 6th and 7th grades of elementary school at a municipal public school in Maceió. As research records for data generation, transcripts of simultaneous interactions were used in the aforementioned messaging application; the productions developed and sent by the participating students and the reflective diaries of the teacher-researcher. The data were selected and interpreted in a dialogical and episodic perspective, according to the sensing/thinking affinities written in this work, namely, decolonial studies and critical literacy, with the aim of producing antihegemonic knowledge and the development of critical and problematizing awareness. Along the way, the interpretations indicated that, through decolonial attitudes, it is possible to deconstruct pedagogical actions, that is, to re-signify learning spaces, transgress the ways of teaching and learning an additional language and, in turn, transposing the limits traditions of school activities, mobilized by Maturanian love as a major emotion. This constituted, therefore, the thesis defended and developed throughout the investigation, confirmed in the analysis undertaken. The research presented as potentialities of this decolonial pedagogical process: the willingness and creativity of the participating subjects, the extrapolation of the school activity genre, the importance of addressed stories to the promotion of critical and ecoconscious thoughts and the pertinence of working with ELA, in a translingual perspective, for the provocation of subjects that produce this language and potent authors of knowledge. The social relevance of this thesis is established in its contribution to rethinking of the decolonially southing of Spanish as an deformed additional language.