O movimento Fica Espanhol Brasil: origem e consolidação

Abstract

The teaching of Spanish in Brazil has been marked by advances and setbacks, especially after the enactment of Law 11.161/2005, which made it compulsory to teach Spanish in secondary schools. However, this measure was revoked in 2017 with the reform of secondary education, by Law 13.415. Faced with issues such as the instability and fragmentation of Spanish teaching in basic education, this study aims to investigate the strategies of the #FicaEspanholBrasil movement. The research uses the theoretical-methodological contributions of Critical Discourse Analysis (Fairclough, 2001) to address the issues underlying the impasse over the reinclusion of Spanish in national legislation. In the context of PL 5.230/2023, the discursive and social practices of two representatives of the movement are analyzed, based on semi-structured interviews and posts on the movement's official Instagram page. Methodologically, the research adopts a qualitative approach, based on four categories of analysis (Fairclough, 2001; Resende; Ramalho, 2011; Reis, 2017), to examine the articulation of MFE-BR. This approach is justified because it allows us to explore how the movement promotes discursive and social changes in Spanish teaching. As a result, the movement, through the strategies and articulations of the movement, represented by the teachers, who assume an institutional voice marked by denaturalization, legitimizes itself by contesting, denaturalizing and pointing out the contradictions of the hegemonic discourse, with the aim of promoting social transformation.