SPANISH AS A FOREIGN LANGUAGE (E/LE), POÉTIC ACTION AND XENOPHOBIA: A PEDAGOGICAL EXPERIENCE WITH AN OPEN EDUCATIONAL RESOURCE IN THE PERSPECTIVE OF CRITICAL LITERACY

ABSTRACT The present study is about the production of Open Educational Resources (OER) in the perspective of Critical Literacy. The overall objective of the study is to investigate to what extent an Open Educational Resource (OER) from the perspective of Critical Literacy can provide (or not) affordances for the production of discursive events sensitive to social problems such as xenophobia. The specific objectives of the research are three, namely: a) Present the developed OER (materials objectives, theoretical and methodological principles that guided its development, materials and tools used during its production, etc.); b) Analyze two samples of the discursive events from this OER, in order to identify indications of Critical Literacy; c) Discuss theoretical and methodological possibilities for the redesign of this material. The study was developed in the course “Textual Production Workshop”, in the online bachelor’s degree in Spanish at the Federal University of Santa Maria, in partnership with the Open University of Brazil (FUSM/OUB). In this sense, it presents characteristics of a qualitative research of a phenomenological nature (BOGDAN and BIKLEN, 1996). The results indicate that OER in the perspective of Critical Literacy can provide affordances for the production of socially sensitive discursive events such as xenophobia, since, despite the small sample analyzed, it was possible to identify traces of Critical Literacy. We hope, in the future, to increase the number of samples, also pointing out cases that had less success, as well as possible motivations for this.

摘要
本研究聚焦批判性读写素养（Critical Literacy）视角下的开放教育资源（Open Educational Resources, OER）创作。本研究的总体目标为：探究从批判性读写素养视角出发的开放教育资源，能够在多大程度上为创作针对仇外心理等社会敏感议题的话语事件提供可供性（或无法提供此类可供性）。本研究的具体研究目标共有三项：其一，呈现已开发的开放教育资源相关内容，包括其教学目标、指导开发的理论与方法论原则、制作过程中使用的素材与工具等；其二，分析该开放教育资源产出的两份话语事件样本，以识别其中体现批判性读写素养的痕迹；其三，探讨该教学材料重新设计的理论与方法论路径。本研究依托巴西圣玛丽亚联邦大学西班牙语在线本科专业的"文本创作工作坊"课程开展，并与巴西开放大学（FUSM/OUB）合作完成，就此而言，本研究属于现象学质性研究范畴（BOGDAN与BIKLEN，1996）。研究结果表明，批判性读写素养视角下的开放教育资源，能够为创作针对仇外心理等社会敏感议题的话语事件提供可供性；尽管本次分析的样本规模较小，但仍可辨识出批判性读写素养的相关痕迹。本研究期待未来能够扩大样本范围，同时梳理未达理想效果的案例及其潜在成因。