Interculturality in PFL teaching: active methodologies and linguistic policies

Abstract

The teachers’ training of Portuguese as a foreign language (PFL) plays an important role in the teaching-learning process as a whole, mainly in the intercultural education, because different contexts of teaching-learning of PLE deal with a diverse target audience, and they are responsible for developing the necessary conditions for understanding the target language and culture. However, in addition to training PLE teachers, it is necessary to offer an intercultural training which should be evidenced by linguistic policies that enable the elaboration of guiding documents and methodologies for practicing teaching. Because of that, this article reflects upon the approaching that linguistic politics and guideline documents, such as Lei de Diretrizes e Bases (LDB), the Plano Nacional da Educação (PNE), the Parâmetro Curricular Nacional (PCN), the Orientações Curriculares para o Ensino Médio (OCEM), the Diretrizes Curriculares Nacionais da Educação Básica (DCN), the Base Nacional Comum Curricular (BNCC) and the Diretrizes Curriculares Nacionais para os cursos de Graduação can offer for the interculturality and to promote it in the teaching of Portuguese as a foreign language by the methodology of Project-Based Learning (PBL).