Práticas docentes com o ensino da língua espanhola nas séries iniciais.

Abstract

My teaching experience, both with children at the elementary teaching system and academic students at the Licenciate Letters Course of Federal University of Pampa (UNIPAMPA), prompted me to verify the possibility to perform a teaching practice with the teaching of the Spanish language to Brazilian children at their elementary initial grades in the basic regular teaching area. Anchored on a theoretical reference dealing with the different aspects of the teaching-learning process, I searched in Porto (2001, 2002, 2003), Lucarelli (2997, 2009), Krashen (1982, 1985), Johnson (2008), among others, the subsidies to support my questioning research: how do the subjects of this investigation develop their pedagogical practices from what was proposed to them concerning two optional courses at the Letters Course. From here, I tried to understand how these courses contributed to the teaching practices of these subjects as well as knowing these practices with the teaching of the Spanish language to Brazilian children in the classroom. By means of a qualitative approach, I gathered, through observation, recording and transcription of classes, the conversations with the subjects as well as the grades on the field diary, for such data provided me with the interpretation of the need of a university to provide for its courses, a closer relationship between theory/practice, thus allowing a feedback for these two levels of knowledge building. I could still evidence the effective contribution of the playful and collaborative work in the teaching of a foreign language, mainly when dealing with a frontier region where the languages coexist in the different social levels. The present paper raised many questions which open spaces for new studies, but it also showed the responsibility of the university in the context in which it is inserted. It still showed that it is possible to make the teaching of the Spanish language feasible to children at their initial basic teaching grades, by inserting such practice in the Licenciate Letters Course curriculum as well as enabling teacher-tocome for this challenge. The findings point to the benefits of innovation, whether in the university or in the school context.