CURRÍCULO DE LETRAS (PORTUGUÊS-ESPANHOL): entre o reconhecimento e a negação da Afro-latinidade.

The teaching of Spanish as a Foreign Language has become a possibility of ruptures, in a context marked by the isolation of Brazil from the surrounding countries. The cultural movements that were constituted against the colonial ethos, have shown alternatives to establish links with different areas of research in Latin America (LA) and the Caribbean. With these guidelines, it has been possible to envision more plural and less univocal formative environments. In the present article, we analyze the Languages curriculum (UFRRJ) for the Teaching of Foreign Language about other interconnections, privileging, this time, the Afrolatinities and the curricular space they occupy. [ABSTRACT FROM AUTHOR]