O CLIPE e o CELPE-Bras: um olhar pedagógico sobre o outro

Abstract

The main objective of this monographic work is to analyze the programs, Clipe and Celpe-Bras: Being Clipe, a Portuguese Language and Brazilian Culture Course for Foreigners, which prepares the PEC-G student to take the Celpe- Bras responsible exam in Brazil, for the acquisition/issuance of a Certificate of Proficiency in the Portuguese Language. In order to bring greater visibility to these programs, which have contributed and provided new opportunities to foreign participants in them, the study highlights the stages from reception, albeit with failures and successes, common to the entire educational process, such as: the application of tests, the opportunities provided to foreigners who are willing to participate in it, the difficulties encountered since their arrival in Brazil and, finally, the certification of the exam. The demand for the programs has grown each year and the number of applicants to participate in the certification exam demonstrates this increase; which leads us to realize the real importance of the certificate for the lives of these young foreigners, who intend to enter Brazilian universities or get a job that requires proof of mastery of the Portuguese language. From a methodological point of view, to achieve the proposed objectives, a bibliographical research was developed, with a time frame from 2019 to 2022, as well as the field research, through the application of a semi-structured questionnaire, together with a group of young foreigners, in order to describe their experiences during the process. As a result, it is possible to verify that Celpe-Bras, through proficiency certification, enables these foreigners to enter, in the most varied undergraduate courses, in the various federal and state public universities throughout Brazil. However, the study allows inferring that there are still many challenges for the participants, such as, for example, their arrival in the reception phase, the lack of knowledge of the program and its phases, on the part of the teachers. It is concluded that, although situations of prejudice are reported by some participants, who also suggest changes, they emphasize the importance of the Certificate of Proficiency for their lives.