TEACHING AND LEARNING SPANISH: TEXTUAL GENRES AND AFRICANITIES

Authors

  • Ligia Paula Couto Universidade Estadual de Ponta Grossa
  • Ione da Silva Jovino Universidade Estadual de Ponta Grossa
  • Daniela Terezinha Esteche Maciel Universidade Estadual de Ponta Grossa
  • Karine de Lara Cabral Nunes Universidade Estadual de Ponta Grossa

Keywords:

Spanish language teaching, Teaching education, Textual genres, Africanities.

Abstract

This article is about Spanish language teaching in two public schools in a city of Paraná, and it is based on the purposes, conceptions and experiences of an extension project. The theory is related to textual genres as in Bakhtin (2003) and Marcuschi (2008) and its relation to foreign language teaching, which means that learning a foreign language demands from students a critical interaction with texts (spoken and written), so that they can discuss about the reason for that text to be published, the intentions of the person who reads/writes, the social function of the text, etc., and that the grammar and vocabulary are studied only in relation to the texts. Besides, this project is based on how the law 10.639/03 can be implemented on the Spanish language teaching. According to this law, African History and Afro-Brazilian Culture should be taught and teachers should be guided on how to work with this topic in different subjects. To work with this law in foreign language teaching, we used the concept of africanities (Silva, 2005) and of multiculturalism. In this perspective, we planned on actions to have students of Spanish language to realize the linguistic and cultural diversity, that is, there are many varieties of Spanish language and many cultures can be represented in this variety, including the ones that show African origins. The methodology considered teaching education to help teachers (graduated and not graduated yet) create didactic units and organize a Spanish teaching book as a way to establish the interaction of theory and practice. The results show the necessity for universities to work together with public schools and the importance of investing on the relation theory/practice in teaching education.

Author Biographies

Ligia Paula Couto, Universidade Estadual de Ponta Grossa

Mestre em Educação, professora assistente da disciplina de Estágio de Espanhol na UEPG.

Ione da Silva Jovino, Universidade Estadual de Ponta Grossa

Doutora em Educação, professora adjunto da disciplina de Estágio de Português na UEPG.

Daniela Terezinha Esteche Maciel, Universidade Estadual de Ponta Grossa

Mestre em Educação, professora colaboradora da disciplina de Estágio de Espanhol na UEPG e professora de espanhol e português da rede estadual de ensino no PR.

Karine de Lara Cabral Nunes, Universidade Estadual de Ponta Grossa

Especialista em Educação, professora de espanhol e português da rede estadual de ensino no PR.

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Issue

Vol. 8 No. 1 (2012): Janeiro-Junho de 2012

Section

ARTIGOS

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