O ENSINO DE PLA SOB A ÉGIDE DA LITERATURA: A INTERCULTURALIDADE EM FOCO

Abstract

This research presents an experience report on the creation and teaching of classes in the course The formation of Brazilian culture: a look through fiction, offered in 2023, through the Andifes Idiomas sem Fronteiras Network. Here, we propose a way of thinking about Portuguese as an Additional Language (PLA) classes, in which the literary text – often forgotten in this context – is the driving base for the class. For this purpose, the concept of language explained by Mattoso Câmara Jr. (1955) and Ferrarezi Jr. (2008, 2010) was used; Silveira's (2018) ideas about intercultural teaching; Almeida Filho's (2007) assumptions about the communicative approach to language teaching; and the perspectives of Takahashi (2008) and Cosson (2021) on teaching literature. The class proposals explained in this work seek to oppose a very common PLA class model, a reflection of a negative washback effect of the Celpe-Bras Proficiency Exam, in which the focus is on tasks similar to those used in the exam. This proposal proved to be fruitful due to the versatility of working with literary texts in PLA classes and because it effectively contributed to the student's learning of Portuguese, enabling their individual expression, both in everyday interactions and in more complex topics. Furthermore, we seek to reflect on the teacher training process based on the experience lived during the teaching of the course and on the way in which the PLA area is (under)developed in Literature courses. Therefore, this work proves fruitful both for the PLA area and for discussions about teacher training, as it presents a reflection on teaching from a self-training process.