SomoS: Un Proyecto Extracurricular de Microteatro en Español para la Transformación Educativa y Social en el Aprendizaje de Lenguas

Authors

Keywords:

Español como lengua extranjera, pedagogía crítica, Art Thinking, Artes escénicas, teatro, comunidad de aprendizaje, translenguaje

Abstract

De la necesidad de desarrollar una comunidad de aprendizaje significativo que desafíe las pedagogías dominantes nace SomoS, un proyecto extracurricular de microteatro en español en una universidad australiana con la iniciativa y colaboración de siete aprendices de español, una docente y un director de teatro. Fundamentado en pedagogías críticas (Freire, 2021; García, 2019; hooks, 2010), pedagogías teatrales (Crutchfield y Schewe, 2017; Piazzoli, 2018; Schewe, 2013) y Art thinking (Acaso y Megías, 2021; Camnitzer, 2007), SomoS crea una experiencia estética de aprendizaje única donde los aprendices y docentes se empoderan durante un semestre como artistas (Piazzoli, 2018) y productores culturales (Acaso y Megías, 2021), trabajan el pensamiento divergente y la creación de significado sin jerarquías ni miedo al fracaso en un espacio seguro no convencional que visibiliza otras realidades y descentra la evaluación del proceso de aprendizaje. El análisis de reflexiones y entrevistas muestra que, gracias a SomoS, además de aprender una lengua, los aprendientes recuperan en el proceso de aprendizaje el placer, la motivación, la implicación, los diferentes repertorios lingüísticos compartidos por la comunidad, la sorpresa y la curiosidad. Asimismo, el aumento de la autoestima, el sentido de pertenencia y el desarrollo de la creatividad e imaginación a través del trabajo de la intención, las emociones, la voz, el cuerpo y el espacio, convierte a SomoS en un medio reivindicativo educativo generador de contra narrativas y un espacio detonante para un aprendizaje transformador.

Author Biographies

Ruth-Sara Sanchez Asún, The Cervantes Institute in Fez

RUTH-SARA SÁNCHEZ-ASÚN is currently a Spanish teacher at the Institute Cervantes in Fez, Morocco. She is an experienced language teacher, who has taught Spanish at primary and secondary levels in Spain and Germany and was a Visiting Academic at the South Kazakhstan State University, the University of Ghana and the University of Queensland, in Australia.  Her passion to theatre education and the performing arts has taken her to conduct several theatre projects with Spanish students at the University of Ghana and the University of Queensland. Additionally, she has taught English, German and Russian in different levels in Spain. She holds a master’s degree in Teaching Spanish as a Foreign Language from the University of Barcelona (Spain) and a bachelor’s degree in Translation and Interpreting (Spanish-English) from the University of Alicante (Spain).

Franciele Spinelli, The University of Queensland

FRANCIELE SPINELLI is currently a PhD candidate, Casual Academic, and Learning Designer at The University of Queensland (UQ). She holds a bachelor’s degree in languages and education from Universidade do Vale do Rio dos Sinos (Brazil) and a master's degree in applied linguistics (in the field of TESOL studies) from UQ. She is an experienced language teacher, who has contributed to several projects in research, curriculum redevelopment, and student-staff partnerships in the tertiary sector. She received the award for Programmes that Enhance Learning for her contributions to the UQ student-staff partnership programme in 2021 and a commendation for curriculum transformation and innovative pedagogy, alongside the UQ CaLD Lab team, in 2022.

Alicia Ximena Gazmuri Sanhueza , The University of Queensland

ALICIA XIMENA GAZMURI SANHUEZA has been working as a Casual Academic, research assistant and learning designer at the School of Languages and Cultures, University of Queensland (UQ). She is an experienced language teacher, who has taught Spanish as a first language in Chile and as a second language in Australia. She co-authored an article about disciplinary genre awareness for the Journal of English for Academic Purposes. She has contributed to several projects in curriculum development for language learning. She holds a master’s degree in Applied Linguistics (field of TESOL) from the University of Queensland and a bachelor’s degree in Spanish Language, Communication and Literature from Universidad Católica de Valparaíso (Chile).

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Published

2024-03-01