Vol. 12 No. 1 (2022)

View Vol. 12 No. 1 (2022)
Organizado por:

Cícero Anastácio Araújo de Miranda (UFC)
Sávio André de Souza Cavalcante (IFCE)

Published: 2022-03-29

  • Reflexiones y experiencias narrativas: algunas perspectivas para la formación de profesores de español

    Antonio Ferreira da Silva Junior, Carla Aguiar Falcão, Isadora Valencise Gregolin
    1-18
    DOI: https://doi.org/10.22168/2237-6321-12392

  • Discursive genre as the axis of didactic proposals for language classes

    Elzimar Goettenauer de Marins-Costa, Luciana Maria Almeida de Freitas
    19-41
    DOI: https://doi.org/10.22168/2237-6321-12385

  • From distance education to emergency remote education in spanish classes at the university

    Tatiana Lourenço de Carvalho, Sara de Paula Lima
    42-59
    DOI: https://doi.org/10.22168/2237-6321-12390

  • Hispanic literatures and teaching Spanish: some considerations and suggestions

    Raquel da Silva Ortega
    60-75
    DOI: https://doi.org/10.22168/2237-6321-12393

  • Linguistic theory and grammatical models in language teaching: multiple perspectives on a pedagogical grammar

    Shirley de Sousa Pereira
    76-94
    DOI: https://doi.org/10.22168/2237-6321-12391

  • Music / song as a learning facilitator and Spanish language acquisition – a redemption of memories

    Cristina Pureza Duarte Boéssio
    95-110
    DOI: https://doi.org/10.22168/2237-6321-12386

  • The Practice of Pronunciation in SFL Teacher Training Courses

    Luciene Bassols Brisolara
    111-126
    DOI: https://doi.org/10.22168/2237-6321-12384

  • The Spanish language in the Federal Education Network: considerations on status and forms of work

    Jorge Rodrigues Souza Junior
    127-144
    DOI: https://doi.org/10.22168/2237-6321-12397

  • Ludic activities and the teaching of literary text in Spanish

    Letícia Joaquina de Castro Rodrigues Souza e Souza
    145-159
    DOI: https://doi.org/10.22168/2237-6321-12387

  • Teacher training in IFRN for the didactic treatment of literature in Spanish classes

    Girlene Moreira da Silva
    160-178
    DOI: https://doi.org/10.22168/2237-6321-12478

  • Literature in the academic education of the spanish teacher

    Maria Inês Pinheiro Cardoso
    179-196
    DOI: https://doi.org/10.22168/2237-6321-12395

  • The Several Perspectives of the Historical Study and Teaching of Spanish as a Foreign Language to Brazilian Students

    Sandro Marcío Drumond Alves Marengo, Diego José Alves Alexandre, Eliabe dos Santos Procópio
    197-210
    DOI: https://doi.org/10.22168/2237-6321-12383

  • An autoethnography of a Spanish language teacher in Brazil: contributions of a translingual pedagogy

    Rafael Jefferson Fernandes
    211-223
    DOI: https://doi.org/10.22168/2237-6321-12394

  • Hispano-Brazilian borders as a context for teaching Spanish

    Eliana Rosa Sturza, Fabricio Paiva Mota, Suzana Vinicia Mancilla Barreda
    DOI: https://doi.org/10.22168/2237-6321-12487