Pibid/Spanish, cultural diversity and decolonial teaching experiences: : look at the “other”

• Autor(a) principal: Colen Meniconi, Flávia
• Data de Publicação: 2022
• Outros Autores: da Silva Feitosa, Danillo, Ronald Monteiro da Silva, Andrey, Marques Batista dos Santos, Lara Beatriz, Grêsse Barbosa da Cunha, Taynara, Nascimento de Melo, Aline Cristina
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Diversitas Journal
• Texto Completo: https://diversitasjournal.com.br/diversitas_journal/article/view/2215
• topic: Criticidade; Interação; Formação decolonial; Criticality; Interaction; decolonial formation

PIBID is a program of great relevance for the initial training of undergraduates and for the continued training of preceptor and coordinator teachers, since the educational practices developed in the field schools become an important incentive to research and the transformation of teaching. Thus, this study aims to present experiences in the teaching of the Spanish language within a more critical, reflexive, discursive, and decolonial approach. To do so, pedagogical actions were elaborated and developed for the field schools participating in the program, based on the theories of critical literacy and decoloniality. Furthermore, considering the investigative methodological path, the qualitative research was adopted, which focused on the analysis of data obtained during the activities developed in a Spanish language class, namely: lesson plans, dialog recordings, and reflective diaries. From the data analysis and discussion, it was possible to reflect on the need for a decolonial pedagogy in language classes, which would enable a reconfiguration of the teaching action, contributing to critical reflection about the multiple realities and, at the same time, to combat Eurocentric patterns of being and knowing, deconstructing prejudices and cultural stereotypes.