Resumo: This dissertation discusses the (re)construction of Latin American identities in Spanish language classes for Brazilian learners, based on the premise that Brazil’s distancing from Latin America is a political project. The objective is to highlight how teaching practice can act as an agent of decoloniality and strengthen plural identities. The methodology employed is interpretive qualitative research (Bortoni-Ricardo, 2008) of an autoethnographic nature (André, 1995), which uses the author’s memories of pedagogical practice as research data. The work is based on a content analysis of two narratives about the application of two thematic units, one produced by the author and the other available for free on the internet. Both seek to act in the "cracks of coloniality" (Walsh, 2006) and promote triggers for the construction of plural and counter-hegemonic Latin American identities. The research shows that, by working with decolonial pedagogy (Barbosa, 2015), teachers can go beyond the teaching materials available, filling gaps and assisting in the (re)construction of these counter-hegemonic identities. The analyses indicate that, even in a colonial context, teaching practice can generate triggers for reflection, with results that can be lasting and that encourage students to recognize themselves as subjects belonging to a broader political-cultural project. The study concludes that education is an "act of resistance" and that teachers, based on solid theoretical references (such as Mignolo, 2003; 2006; Walsh, 2006; 2012 and Hall, 2005; 2016; among other authors used as theoretical references in this research), play a central role in the fight against the effects of coloniality. The research suggests that pedagogical practice, by "shedding light" on colonial issues (Veronelli, 2021), is a fundamental tool for transforming the classroom into a space for struggle and the creation of "other possible worlds" (Barbosa, 2015)Abstract: This dissertation discusses the (re)construction of Latin American identities in Spanish language classes for Brazilian learners, based on the premise that Brazil’s distancing from Latin America is a political project. The objective is to highlight how teaching practice can act as an agent of decoloniality and strengthen plural identities. The methodology employed is interpretive qualitative research (Bortoni-Ricardo, 2008) of an autoethnographic nature (André, 1995), which uses the author’s memories of pedagogical practice as research data. The work is based on a content analysis of two narratives about the application of two thematic units, one produced by the author and the other available for free on the internet. Both seek to act in the "cracks of coloniality" (Walsh, 2006) and promote triggers for the construction of plural and counter-hegemonic Latin American identities. The research shows that, by working with decolonial pedagogy (Barbosa, 2015), teachers can go beyond the teaching materials available, filling gaps and assisting in the (re)construction of these counter-hegemonic identities. The analyses indicate that, even in a colonial context, teaching practice can generate triggers for reflection, with results that can be lasting and that encourage students to recognize themselves as subjects belonging to a broader political-cultural project. The study concludes that education is an "act of resistance" and that teachers, based on solid theoretical references (such as Mignolo, 2003; 2006; Walsh, 2006; 2012 and Hall, 2005; 2016; among other authors used as theoretical references in this research), play a central role in the fight against the effects of coloniality. The research suggests that pedagogical practice, by "shedding light" on colonial issues (Veronelli, 2021), is a fundamental tool for transforming the classroom into a space for struggle and the creation of "other possible worlds" (Barbosa, 2015)Resumen: Esta tesis analiza la (re)construcción de identidades latinoamericanas en clases de español para estudiantes brasileños, partiendo de la premisa de que el distanciamiento de Brasil con respecto a América Latina es un proyecto político. El objetivo es demostrar cómo la práctica docente puede actuar como agente de decolonialidad y fortalecimiento de identidades plurales. La metodología empleada es la investigación cualitativa interpretativista (Bortoni-Ricardo, 2008) de carácter autoetnográfico (André, 1995), que utiliza las memorias de la práctica pedagógica de la autora como datos de investigación. El trabajo se basa en un análisis de contenido de dos narrativas sobre la aplicación de dos unidades temáticas, una producida por la autora y otra disponible gratuitamente en Internet. Ambos buscan actuar en las «grietas de la colonialidad» (Walsh, 2006) y fomentar desencadenantes para la construcción de identidades latinoamericanas plurales y contrahegemónicas. La investigación muestra que, al actuar con una pedagogía decolonial (Barbosa, 2015), la profesora/el profesor puede ir más allá del material didáctico disponible, llenando huecos y ayudando a la (re)construcción de estas identidades contrahegemónicas. Los análisis indican que, incluso en un contexto colonial, la práctica docente puede generar desencadenantes de reflexión, con resultados que pueden ser de larga duración y que motivan a los estudiantes a reconocerse como sujetos pertenecientes a un proyecto político-cultural más amplio. El estudio concluye que la educación es un «acto de resistencia» y que la profesora/el profesor, basándose en sólidas referencias teóricas (como Mignolo, 2003; 2006; Walsh, 2006; 2012 y Hall, 2005; 2016; entre otros autores utilizados como referencia teórica en la presente investigación), desempeña un papel central en la lucha contra los efectos de la colonialidad. La investigación sugiere que la práctica pedagógica, al «echar luz» sobre la problemática colonial (Veronelli, 2021), es una herramienta fundamental para transformar el aula en un espacio de lucha y de creación de «otros mundos posibles» (Barbosa, 2015)