LITERATURE IN SPANISH AS A FOREIGN LANGUAGE (ELE) CLASSES: A PROPOSED BOARD GAME: “VISUAL POETRY IN MOTION”

Abstract

There is much talk about the importance of literature in schools; However, there is little discussion about the need for a dynamic approach to literary genres, consequently, visual poetry in Spanish classes such as E/LE. Therefore, given the need to promote strategies to discuss and teach literature, we seek to work on visual poetry to incorporate literature in the Spanish language, little is said about the genre. Therefore, this work has the purpose of approaching the literary text using visual poetry, using as a strategy the use of a table game entitled “Visual poetry in movement” as a didactic tool for teaching and learning Spanish language as a foreign language. For the foundation of this work, we sought to reflect on authors to base on literature, genre poetry, visual and playful poetry, which are Amarilha (2013), Fernandes (2018), López (2012), Xavier (2002), Buoro (2014), Lima (2018) between others. It is worth noting that, as far as methodology is concerned, a bibliographical review of qualitative analysis was created, analyzing descriptive hypotheses applied to 16 students from the teaching institution at the Federal University of Pará, Abaetetuba Campus, for which an introductory class on the topic for application was carried out. of the table game “Visual poetry in movement”, followed by a survey, with the activities addressed to promote literature based on visual poetry. Finally, it was confirmed that visual poetry is a powerful tool for teaching and learning Spanish in a playful and attractive way, and that, when incorporating games into this context, a more fun, interactive, productive and effective learning process was realized.