Diversidad lingüística dialectal y diálogo intercultural con estudiantes de grado quinto, en el colegio Bosanova IED

Abstract

The purpose of the following research was to recognize the dialectal diversity that children bring to the classroom, through intercultural dialogue, with Fifth grade students, at the Bosanova IED school, afternoon shift. This proposal arose from the reflection on the pedagogical practice of the teacher-researcher in the teaching of Spanish, in which there had been a tendency towards a purist vision of the language, ignoring the dialectal varieties of the students, as speakers of Spanish. Talking about language implies talking about culture, for this reason, the work had a decolonial and emancipatory perspective, since in the school we have the duty to decolonize our practices and reveal possible prejudices and symbolic violence that are reproduced in the school, regarding the difference that is not usually natural in our classrooms, especially if we talk about dialectal diversity in the Spanish classroom. Thus, this study had a qualitative approach with a critical, social and emancipatory paradigm; it was developed from action research, through the implementation of workshops, and the collection of information was done through field diaries, semi-structured interviews, and workshops, as instruments. Consequently, the pedagogical proposal and the intercultural dialogue contributed to show the dialectal linguistic diversity and to naturalize its presence in the classroom from the sociolinguistic conscience; Linguistic attitudes and symbolic violence that some students have been subjected to inside and outside the school were also evidenced. Finally, this experience enriched the learning of Spanish as First Language (L1) and the reflection on decolonizing practices in the classroom, by the teacher.