Comparative literature as a multidisciplinary dialogues tool in the Spanish language curricular contents elaboration. An experience report.
Abstract
The purpose of the present paper is to share the comparative litarture uses results during the elaboration of Spanish language curricular contents, put into practice in three municipal schools in Cachoeirinha, in the state of Rio Grande do Sul, Brazil from 2010 to 2017. From 2017, Spanish language is no more compulsory. As the pedagogic proposal is based on the comparative literature principles, the theoretical framework applied is: Mikhail Bahktin´s discourse and dialogic postulates; the studies of Hemry H. H. Remack about the procedence of comparative approaches between literature an any other branch of science and others expressions as religion, philosophy and arts; together with Edgar Morin´s educational reflections; Jorge Larrosa and his profane pedagogy ideas, and finally the concept of profanation defended by Giorgio Agambem. In the last 34 years of teaching, the author discovered the frustration and the lack of interest of pupils, due to the topics covered in classroom. As an answer to this, the author tried to create a curricular content with a variety of topics that would make sense to pupils. Thus, the PPP (pedagogic political projact), - that allows the democratic creation of curricular contents according to the pupil social anthropology -, was applied. The Spanish language classes rescued the pupil social and cultural identity, through a linguistic repertoire based on the own history of the state of Rio Grande do Sul, such as the Farrapos revolution; the Brazilian ancestral legends analysis, and the study of Lucia: the oldest black woman ever in South America, tha lived in the state of Minas Gerais 13.000 years BP, among others contents. The issues obtained were beyond expected: a great number of puplis of the three schools not only achieved comprehension, but a sense of pleasure and curiosity during the approaches. This result turned possible the continuity of the methodological proposal presented.
