A MULTIMODALIDADE E A INTERCULTURALIDADE NO ENSINO DO ESPANHOL: UMA ANÁLISE DO LIVRO DIDÁTICO CERCANÍA JOVEN

Abstract

The new social practices that have emerged in society have given rise to different forms of communication and new literacies, highlighting two types of multiplicities arising from contemporary globalized society: cultural and textual. Therefore, the objective of this work is to investigate how the textbook Cercanía joven proposes the reading of multimodal texts in order to promote interculturality and critical literacy. In order to base our analyzes, we are guided by Araújo (2011), Descardeci (2002), Dionisio (2008), Kress and Van Leeuwen (2006), Rojo (2012), García Canclini Santos (2004) among others. From the methodological point of view, this is a descriptive and interpretative research, from a qualitative nature. The corpus of the research is composed of the section "Cultures in dialogue: nuestra cercanía", from the volume one of the textbook, from which the following results were obtained: that section has as objective that the student develops a dialogue between their culture and the culture of Hispanic countries, establishing a relationship of interaction and respect, as proposed by the principle of alterity. However, at times we could understand that the texts provided scope for critical multimodal exploration, but the interpretation activities did not exploit this potential.