O ensino de português como língua pluricêntrica em contextos multilíngue e multicultural: intervenções didáticas nas aulas de português como língua de herança na Alemanha

Abstract

This research aimed to reflect on the teaching of Portuguese as a heritage language from a pluricentric perspective in multilingual and multicultural contexts, focusing on some educational institutions in Germany and Austria. The central objective was to promote and analyze didactic approaches to teaching Portuguese as a heritage language, considering the linguistic diversity of the language. This qualitative study, with an ethnographic approach, employed questionnaires, semi-structured interviews, classroom observations, and the analysis of didactic interventions with Portuguese teachers. Additionally, it examined teaching materials used in German-speaking countries. The reflection encompassed aspects such as language policy, the teaching of Portuguese as a foreign language (PLE) and as a heritage language (PLH), linguistic pluricentrism, teacher training, and the development and selection of teaching materials. The study sought to understand how different varieties of Portuguese are incorporated into the educational environments of these countries. Based on this understanding, it aimed to develop a didactic proposal that values the multiple cultures associated with the Portuguese language in the context of Portuguese language teaching in German-speaking countries. The data analysis was structured into four categories: i) The circulation of Portuguese language varieties and their cultures in the teaching contexts of the investigated German-speaking countries and in teacher training; ii) The representation of Portuguese language varieties in teaching materials used in the investigated German-speaking countries: iii) The approach to teaching Portuguese as a pluricentric language and its different perceptions: by teachers and their teaching practices, by parents, and by students; iv) The implementation of didactic proposals by teachers and perspectives for other pedagogical practices. The results indicate that teacher training should integrate the concept of linguistic pluricentrism. Even though teaching materials promote the diversity of the Portuguese language, it is through pedagogical practice that learners can be sensitized to recognize and appreciate its varieties. Additionally, there is a need to expand the dissemination of research on this topic to civil society and to strengthen governmental policies that encourage the teaching of Portuguese as a heritage language from a pluricentric perspective.Finally, developing pluricentric linguistic competence requires redefining Portuguese language teaching in the diaspora, designing curricula and teaching materials that embrace its diversity, and ensuring that both educational resources and classroom practices reflect this plurality. This approach promotes contact with and appreciation of the different varieties of the Portuguese language.