Language as a symbolic power in a border context: reflections on spanish language education
DOI:
https://doi.org/10.33448/rsd-v10i10.19169Keywords:
Language; Borders; Spanish language; BNCC; Migrants.Abstract
The present work aims to analyze the teaching of the Spanish language in Elementary Schools I in the region of Foz do Iguaçu, considering that it is located in a context of borders, and the symbolic power of the language in the context of this region. Initially, language is observed from a theoretical perspective, with a reflection on its insertion parameter in the superstructure or infrastructure, observing its modulation and alteration through the figure of the State. Subsequently, the analysis is based on a border region with Paraguay and Argentina, countries in which the majority spoken language is Spanish, from which dozens of Spanish-speaking students originate, students inserted in Elementary Schools I in the municipality of Foz do Iguaçu. The problem is identified in the lack of provision for Spanish language teaching in the municipal curriculum, a factor that favors the lack of social and community insertion, in addition to not meeting the needs of countless migrant students from South America who study in these schools. Still, there is a contradiction with regard to public education and the right to quality education for all, given the absence of regional public policies for the promotion of the Spanish language during this school period. Finally, a study of the provisions of the Universal Declaration of Linguistic Rights was carried out, considering language as a fundamental right, especially its development and fluidity, as well as its specific protection, including in the social and structural context of borders.
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