A ABORDAGEM COMUNICATIVA: ELO ENTRE O LIVRO “BEMVINDO!” E O EXAME CELPE-BRAS

Abstract

The teaching of Portuguese as a Foreign Language has been a growing theme. Regarding Brazil, it had been sparking interest due to the various agreements it has established with other countries, as we will see in the course of the work. As an Evaluative form of Portuguese for Foreigners, emerged the Certificate of Proficiency in Portuguese Language (CELPEBras). From the constitution of this exam, based on the Communicative Approach, the Teaching of Portuguese as a Foreign Language (TPFL) has in a way been shaped according to these characteristics. Thus, the present work aims to highlight the relevance of this Approach, through our objects of study, the Exam and the Textbook (TB) "Bem-vindo!", establishing an intersection between them. To pursue this objective, we have as theoretical basis authors of the Approach, such as Almeida Filho (2013) and Larsen- Freeman (1986), but besides these, Portuguese to Native theorists, being Geraldi (1997), Marcuschi (2008) and Isolla (2014). Regarding the methodology, we start from a qualitative research, which provides us with a comparative analysis between the expected in the CELPE-Bras Exam and the TB. To this end, the following criteria were defined in our analysis: “non-CELPE”, “almost CELPE” and “CELPE” activities. Finally, we confirm the presence of the Communicative Approach in the materials used, but beyond that, we observe the progression of the levels within the materials and, furthermore, we verify the importance of the teacher with the role of enhancing the didactic resources regarding the intercession between TPFL and Portuguese for Natives, promoted by the necessary reflection.