ABSTRACT
This chapter deals with the teaching of Spanish from the point of view of cultural mobility and multiculturalism. It aims to describe teaching strategies that better represent the plurality of cultural communities in Hispanic America by examining the curriculum proposal and teaching practices developed at the undergraduate level. This challenge is here considered as a local epistemic effort to let the experiences lived and suffered in Latin America shine through. In the context of the formative experiences carried out within the Spanish language degree program, the inter-, trans- and multicultural perspective and the criticism of the Eurocentric vision are brought to the fore; not only through the deliberate choice not to adopt specific teaching material, but also through pedagogical practices that favor the insertion and representativeness of minority communities based on the strategies described. These actions are gradually being incorporated into teacher education and contribute to the development of a decolonizing critical consciousness based on the critique of Eurocentrism. It is these formative experiences that gradually create cracks and operate an epistemic turn.
