Building knowledge and sharing experiences in Brazilian Portuguese as a Foreign Language

Abstract

In this paper, we intend to share the path of systematization and execution of a remote course in Brazilian Portuguese as a Foreign Language (PBLE), which we taught in the second half of 2020. The offer of this course is limited to a set of actions in the internationalization process of the State University of Santa Cruz. The PBLE course, therefore, emerges as an action that enables the development of teaching, learning, and strategies for the Brazilian language in the international linguistic scenario (MOITA LOPES, 2016). In this context of internationalization and also as a result of some concerns that emerged throughout the course, especially about the necessity to revise the homogeneous ideal of the national language in a decolonial perspective, taking into account the political-linguistic constitution of Amefricanity and “Pretuguês” (GONZALEZ, 2020), we aim to discuss approaches and methodologies for teaching PBLE, as well as reflect on the process of teacher education and research in this area. With this experience, we found that teacher education and teaching of PBLE must consider the commonplace and everyday specificities of linguistic life in Brazil, taking into account the black and indigenous contributions in the formation of the Brazilian vernacular.