Hispano-Brazilian borders as a context for teaching Spanish

Abstract

This article tries to present a perspective of teaching Spanish in the three Arches that characterize the border regions of Brazil with the Spanish-speaking countries, namely, North, Central and South. The presence and circulation of Spanish in border areas prompts us to reflect on strategies for teaching Spanish in school systems. Furthermore, the examples presented throughout the text offer us a multilingual scenario in which Spanish has an important presence, which would justify thinking about the need to formalize the subject of the Spanish language in Brazilian basic education. In this way, appropriate strategies could be developed to expand the linguistic competence of students who already have contact with the language outside the school context.