Língua Espanhola nos Centros de Estudo de Línguas do Estado de São Paulo: análise de legislações e das Diretrizes Curriculares (2020)

Abstract

This master's thesis examines Spanish language teaching within the State of São Paulo's Language Study Centers (CEL SP) project, established in 1987, with a focus on the Curricular Guidelines for Language Study Centers (in Portuguese, Diretrizes Curriculares para os Centros de Estudo de Línguas) (2020). The motivation for this study is linked to the researcher's personal and professional trajectory within the context of CEL SP, as a student, intern, Spanish language teacher, and supervisor of teaching interns. The research objectives are: (1) to contextualize the publication of the Curricular Guidelines through an analysis of legislative documents regulating the CEL SP and (2) to analyze the document itself, with an emphasis on the section dedicated to Spanish teaching. This is a qualitative, documentary-based study that analyzes decrees, resolutions, and the Curricular Guidelines themselves. The study highlights that CEL SP serves as an important space for resistance and the preservation of Spanish language teaching within the São Paulo state public school system, both before and after the repeal of Law No. 11,161/2005. Analysis of the documents demonstrates that, throughout its trajectory, the project underwent various reorganizations but remained characterized by the absence of specific curricular guidelines until the publication of the Curricular Guidelines in 2020. The research indicates that the document analyzed, despite having been published in 2020, is not based on contemporary documents and guidelines, such as the BNCC (National Common Curricular Base). However, it seeks to foster a critical, plurilingual, and intercultural approach to education. Furthermore, it is possible to observe the value placed on oral communication, in alignment with the governing legislative documents.