TEACHING PORTUGUESE AS AN ADDITIONAL AND RECEPTION LANGUAGE: CURRICULUM CHALLENGES AND PEDAGOGICAL PRACTICES

Brazil’s history began with the immigration process and intensified at three key moments: the arrival of the Portuguese royal family in 1808, World War II in the mid-20th century, and the early 21st century, beginning in 2010, due to economic crises, natural disasters, and wars around the world. Upon arriving in a new country, immigrants and refugees face various challenges, including the difficulty posed by differences between the immigrant’s native language and the host language, Brazilian Portuguese. The objective is to examine how Brazilian students and immigrant and refugee students adapt to the teaching and learning process of the same curriculum adopted in Brazilian schools. We sought to define the international curriculum and analyze the BNCC documents and the Paraná State School System Curriculum (CREP). We assessed the need for teachers to adapt their teaching methodology, observed Portuguese language instruction using an interactionist approach to language, and explored the learning difficulties related to the four discursive practices of foreign students. A literature review was conducted, focusing on Portuguese as a Host/Foreign Language and the curriculum. A documentary review of the BNCC and CREP was carried out. A questionnaire was administered to teachers, as well as Brazilian and foreign students from various educational institutions. It is concluded that a body of knowledge was constructed regarding Portuguese as a Foreign Language and the needs of refugee and foreign students in the teaching and learning process, enabling teachers to apply this knowledge in the classroom.