Education of colored skirts: learn spanish with latin american women

Abstract

My proposal is to discuss the basis for the organization of an intercultural curriculum for foreign languages, especially for Spanish. Among so many relevant aspects, I am interested in including the crossing of gender and race that particularly affect Latin American cultural variants. I would like to point out that there has always been the presence of many women in education on our continent, although the greatest visibility has been given to men, sometimes in a very fair way, such as Paulo Freire, Anísio Teixeira and Florestan Fernandes. However, we need to place skirts in education, highlighting categories and names like Catherine Walsh (2005), with whom I share the concept of Interculturality; Ana Pizarro (2004), who helps me define Latin America as a cultural space; Nilma Lino Gomes (2012), Ana Lúcia Silva Souza (2016) and Silvia Rivera Cusicanqui (2010a, 2010b), who warn of the need for curricula to be grounded in ethnic-racial relations. I clarify that I do not intend to defend any exclusionary discourse, but to think about an education that is based on women's discourses that are intercultural or decolonial.