Graffiti as the driving-force of critical thinking in teaching a foreign language

Abstract

This paper puts forward an educational proposal that reclaims the role of graffiti as the object of study of the subject of Spanish for foreign students. Letting aside its underused didactic potential from a linguistic perspective (as a written text), the graffiti can also be considered as a wonderful pedagogical tool that promotes critical thinking and the training of intellectually active citizens. The inclusion of graffiti in the curriculum is backed up by an educational framework that gives priority to transversality as the backbone that allows the improvement of pedagogy as just the transmission of knowledge and fosters the development of students capable to apply them to become socially engaged.