Spanish as a foreign language according to high school apprentices

Abstract

This article deals with questions related to the vision of Spanish according to its apprentices, with the purpose of understanding which influences can be perceived in this process, starting from the concept of language, (MASTRELLA-DE-ANDRADE, 2011) and questions related to the macro context, such as globalization (BAUMAN, 1999), hypermodernity (LIPOVETSKY, 2004) and critical literacy (MENEZES DE SOUZA, 2011). The research was developed in the mode of reporting of experiences, from the accomplishment of an activity, developed with six IFTM learners, on the Spanish. The data were collected through an interview and also through a semi-open questionnaire. The results showed that learners perceive Spanish as a "useful" foreign language and relate in different ways, with much of it being seen as economic and cultural capital and the other as symbolic capital (BOURDIEU, 2003). That the major influences in the process of constructing Spanish identity occur respectively through music, novels, films, social media, formal education and contact with natives, bringing to light of critical literacy, the opportunity of the teacher to work other channels as culture and transnational contacts, based on the process of signification re-signification.