Banca de DEFESA: Pollyana Pires Aranha Rodrigues

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : Pollyana Pires Aranha Rodrigues
DATE: 12/01/2024
TIME: 14:00
LOCAL: Plataforma Teams
TITLE:

STUDENT’S CULTURE IN THE TEXTBOOK CERCANÍA JOVEN: A MULTI-NETWORKDISCURSIVE CONTRIBUTION TO SPANISH TEACHING AND LEARNING

KEY WORDS:

Student’s Culture. Spanish Language Textbook. Discursive-multinetwork Proposal. Interculturality. Cercanía Joven.

PAGES: 123
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUMMARY:

Globalization is a worldwide phenomenon that facilitates and reinforces cultural encounters, which are not free from conflict (Rodrigues; Rabasa, 2023). Today such encounters are more evident in the language classroom, hence the need to consider the cultures present there, the approach of which sometimes follows a Eurocentric agenda, and is based on the invisibility of power relations that permeate society, the pedagogical discourse and teaching materials. The vision of education to which I am committed focuses on the formation of discerning citizens and on the liberation of consciences by giving voice to otherwise silenced cultures, among them, the very cultures of the students. Driven by an interculturally critical and decolonial stance (Walsh, 2010; Matos, 2020) and in dialogue with Serrani’s Discursivemultinetwork Proposal (MR-D) ([2005]2010, 2014, 2020) of discursive anchoring, which values the establishment of cultural bridges, I propose the following objectives: 1) analyze the cultural contents of a chapter of the Cercanía Joven collection (Coimbra; Chaves, 2016), in order to verify whether (and how) they take into account the learner’s culture in the experience of Spanish teaching-learning for a critical intercultural formation, and 2) recommend a complement to the activities in this textbook in order to work with the students’ culture in Spanish language classes. So as to respond to these objectives, I develop an analytical-documentary qualitative survey (Lüdke; André, 1986 and Sá-Silva et al., 2009), and mobilize, in the analysis, the Intercultural and Language Practice components of the referred MR-D proposal in Discursive Multi-Network Workshops. I have observed that Cercanía Joven takes into account the student’s culture, but each teaching context needs adjustments and reformulations, and here I discuss a proposal in this regard. I hope that the careful analysis of the chapter, as well as the discussions and proposals initiated will offer a promising path for teachers in their relationship with the textbook and the planning of materials. The selected chapter addresses the national culture and proposes activities that privilege the learner’s voice and the construction of identity with regard to their view of the world and reality. Following this approach, the complementation, in a discursivemultinetwork model, uses the student’s culture and their experiences as a starting point for learning the Spanish language by means of the theme of black identity, based on a Suleada proposal.

COMMITTEE MEMBERS:
Externa à Instituição - SILVÂNIA SIEBERT - UNISUL/SC
Interna - 1894338 - ANA EMILIA FAJARDO TURBIN
Interno - 1379322 - FIDEL ARMANDO CANAS CHAVEZ
Presidente - 3941359 - YAMILKA RABASA FERNANDEZ