Aesthetic languages in decolonial practices: experience and initiation to spanish teaching

Abstract

This article presents the results of the project 'Miradas otras y decolonialidad en el PIBID: arte, museos y español' [Other views and decoloniality in PIBID: art, museums, and Spanish], developed within the scope of the Institutional Program of Scholarships for Teaching Initiation (PIBID), Spanish subproject, of the Federal University of Sergipe. The Project emerged in the midst of the COVID-19 pandemic, which meant that activities took place remotely, requiring adaptation to the virtual environment, and modifying and re-signifying of language use practices. In this context, we worked with interactive virtual museums, promoting a transdisciplinary integration among arts, history, geography, social sciences, and the Spanish language, as well as integrating digital technologies of information and communication into the school environment. This project was based on the epistemological postulates of Applied Linguistics, in dialogue with decolonial pedagogy, seeking to develop an intercultural linguistic education. The methodological approach used is qualitative-interpretative, and the research corpus was generated from a questionnaire applied to undergraduate students who participated in PIBID. As a result, we evidenced the promotion of experiences in the teaching initiation process that contribute to the critical, cultural, and professional development of undergraduate students, as well as the problematization of museums as spaces that can build new narratives and contribute to a decolonial aesthetic, also envisioning its possibilities in language education in Spanish in a Latin American context.