QECR e o Ensino de Portuês Língua estranfeira: autonomia e alteridade
I tiakina i:
| Kaituhi matua: | |
|---|---|
| Rā whakaputa: | 2012 |
| Hōputu: | Book part |
| Reo: | por |
| Puna: | Repositório Comum do Brasil - Deposita |
| Download full: | https://deposita.ibict.br/handle/deposita/469 |
Whakarāpopototanga: | The present work seeks to reflect, in a Derridean sense, on the teaching of Portuguese as a Foreign Language (PLE) in light of the Common European Framework of Reference for language learning, teaching and assessment (CEFR). This document, together with the European Language Portfolio, presents itself as an essentially linguistic instrument for harmonizing the teaching of living European languages and with an intercultural perspective. In this way, the CEFR advocates that language teaching should promote the development of the learner and his/her identity in response to the enriching experience of differences in language and culture. Much more is required of the student than simply imitating or memorizing. The CEFR seeks to exhaustively describe what a language learner, in our case the PLE, has to learn to be able to communicate, interact and what knowledge and skills they have to develop to be effective in their performance. The description also covers the cultural context of that language. Therefore, the CEFR is another alternative for those who work with Portuguese in language 2 (PLE) in order to understand otherness, citizenship and democracy in a world without borders in which “Navigation is necessary”, i.e., interact, dialogue. |