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We are dedicated to presenting how memory techniques help in the process of teaching and learning Spanish as a foreign language for students of the Guamá Bilingue project. From the preparation of the didactic material, followed by its application in the classroom, to the students' answers, each step where it is possible to verify the memory techniques, such as the repetition of known structures, the use of vocabulary close to portuguese, the relation with the contents that are present in the life of the student that are used in the didactics of the project and in the rhetoric of the teachers as tools to facilitate the learning process of E / LE. According to Taylor (1987) y Yates (2007), when analyzing other scholars, memory techniques are very influential in social and ideological formation from their use in religious rhetoric to the colonization of the new world. For the development of this research the work had a documentary and bibliographic character, analyzing not only the didactic material used in the room, but also notes of the teachers of the project. Theoretical background is centered on studies of significant learning theory (Ausubel apud Moreira and Mansini, 1982); Memory techniques (Taylor, 1987 and Yates, 2007) and LE learning (Molina, 2000). We conclude through bibliographical analyzes and experiences lived in the classes of the project that students consciously and unconsciously use memory techniques to 1 Professora especialista em lingua portuguesa. E-mail: danchaves_8@yahoo.com.br 2 Graduanda do curso de licenciatura letras em lingua española. E-mail: jacquelineleitedelima@gmail.com

LAS MNEMOTECNICAS EN LA ENSEÑANZA Y APRENDIZAJE DE ELE EN EL PROYECTO GUAMÁ BILINGÜE