Caminhos metodológicos de ensino de língua espanhola no contexto plurilíngue: Visão de uma professora Tariana

Abstract

The present study has research locus multilanguage students at the Irmã Inês Penha State School, located in São Gabriel da Cachoeira City, Amazonas, that implants in the field of linguistic methodology, joining with the description of indigenous languages, mainly concerning methodology of teaching Spanish language in the multilingual context intertwining knowledge from different fields (anthropology, philosophy, applied linguistics, sociology, psychology, and sociolinguistics). From the search for a comprehension of the phenomenon of Spanish language teaching methodology in its relationship with indigenous and non-indigenous students and how this conflict occurs within the school environment, the dissertation analyzes and discusses whether/how Hispanic educators surround themselves with the theoretical framework of multilingual mindsets. The school environment reflects linguistic and cultural diversity in our gabrielense municipality, and for this reason, in the same classroom it is possible to find students who speak all the languages that make up the municipality's linguistic framework. We used the following data collection tools, besides the questionnaire and the semi-structured interview, the concurrent verbal protocol, as a way to have access to the subjects' mental processes during their reasoning attempts. Verbal protocols are a participant observation technique that involves the subject expressing what he is thinking during execution of task. Observed, recorded, and transcribed the inferential processes of four students, two Hispanic teachers, one pedagogue, and the principal.The methodology is applied on a basic and qualitative strategy, where the data collection was carried out according to the methodological procedure of semi-structured questionnaires, a field notebook and the production of the corpus is initially made up of seven people interviewed, four indigenous students between the ages of 16 and 20, a spanish teacher, an indigenous educator, and the school principal.The instruments were also supplemented with the Pedagogical Political Project (PPP), a document still under construction. The research resulted in reflections on how the project's methodology promoted new ways of looking at things among participants, as well as questions to support educators' reflection/action on their roles as language leaders in an indigenous border town. By doing this, the dissertation contributes to the visibility of the phenomenon of plurilingualism and of the role performed by the educators in this process.

Keywords: Spanish language teaching methodology/ Methodology for teaching the spanish language. Multilingualism. School. Interculturality. Translanguaging.