Aspectos interculturais no ensino de espanhol em contato com o português em canções em livros didáticos

Abstract

Historically, foreign language teaching in Brazil has been connected to linguistic politics that may determine pedagogical practices and teaching production. In spite of the existence of PCNS (National curriculum parameters) - which take holistic learning as a value and develop a communicative approach social cultural component, intercultural focuses and linguistic pluralism may occupy accessory (supplementary) position in curriculum gratings and also in foreign language classes throughout the country. We propose, in this research, to observe the way the view of teaching permeated different historical moments and influenced the treatment of cultural questions in activities that involve songs presented in four didactic books Spanish as a foreign language designated by MEC. We consider that such songs are a study source that will contribute to appreciate historical and cultural aspects in Spanish classes. Thus, we highlight the importance of promoting a closer approach to Latin America as a way to recognize us as liable to our own history. We search for theoretical backboard in communicative approach conceptions, culture and intercultural definitions and their implications in language teaching. We believe that contemporary foreign language learning from the texts contextualization and reflection made a new view on culture and language possible. We can verify it by the way that some Latin America historical, cultural and linguistic manifestations appear explicit or implicit on the selected song lyrics. Such a study propitiates a reflection on intercultural theme. It also contributes to the teaching and learning process (Portuguese and Spanish) and created ways to a critic and conscious learner education.