BETWEEN NORMATIVITY NEGOTIATIONS: LANGUAGE ATTITUDES AND IDEOLOGIES TOWARD STAND

ENGLISH BETWEEN NORMATIVITY NEGOTIATIONS: LANGUAGE ATTITUDES AND IDEOLOGIES TOWARD STANDARDIZED VARIETIES AMONG LANGUAGE TEACHERS ON THE URUGUAY-BRAZIL BORDER ABSTRACT: The teaching of Spanish and Portuguese on the Uruguayan-Brazilian border has been a context of great research interest for sociolinguistics. Since the end of the 20th century, multilingual language planning projects have been developed due to socio-economic interests linked to regional integration processes. However, by largely providing global curricular goals that do not necessarily translate into specific teaching methodologies, these projects leave teachers at a pedagogical crossroads when confronted with the country's diverse sociolinguistic contexts. This study is presented as a survey that examines the teaching-learning experiences during the teaching practices of six students enrolled in the Spanish and Portuguese teaching programs. From a mentalist perspective, the teachers' language attitudes are analyzed and linked to language ideologies. A qualitative methodology was employed through semi-structured interviews. Findings highlight the significant role of language attitudes in pedagogical positioning and multilingualism management strategies. In conclusion, the results showed a tendency of positive attitudes toward both languages; however, it is problematized that the valuations are rooted in different linguistic ideologies. ESPAÑOL ENTRE NEGOCIACIONES DE NORMATIVIDAD: ACTITUDES E IDEOLOGÍAS LINGÜÍSTICAS HACIA VARIEDADES ESTANDARIZADAS EN DOCENTES DE LENGUA EN LA FRONTERA URUGUAYO-BRASILEÑA RESUMEN: La enseñanza del español y el portugués en la frontera uruguayo-brasileña ha sido un contexto de mucho interés investigativo para la sociolingüística. Desde finales del siglo XX, se han ido gestando proyectos de planificación lingüística multilingüe a raíz de intereses socioeconómicos vinculados a procesos de integración regional. No obstante, al proporcionar en gran medida metas curriculares globales que no se traducen necesariamente a metodologías de enseñanza específicas, estos proyectos dejan a los docentes en una posición de encrucijada pedagógica al enfrentar los diversos contextos sociolingüísticos del país. Este trabajo se presenta como un sondeo que examina las experiencias didácticas durante la práctica docente de seis estudiantes adscritas a los programas de profesorado de español y portugués. Desde una perspectiva mentalista, se analizan las actitudes lingüísticas de las