Proposals for teaching Portuguese in an international context based on a critical and multimodal perspective

Abstract

Teaching the Portuguese language in international contexts increasingly aims to develop linguistic and intercultural skills, understanding the linguistic varieties of this language based on reflections on specific themes of everyday life and contexts of use. Taking an ethical stance in bringing historical and cultural knowledge to current discourses, this article aims to offer a didactic proposal based on critical-multimodal analysis affiliated with three theoretical axes: Systemic-Functional Linguistics in the studies of Halliday and Hasan (1989), Halliday and Mathiessen (1999), Multimodality, with the studies of Kress; van Leeuwen (2006), and Applied Critical Linguistics in Moita Lopes (2009), among other scholars. The didactic proposal was built to teach PLE to Italian speakers at the university level, with intermediate and advanced knowledge of the language. Based on a critical-multimodal analysis, two sequences of images from a 7-minute video dealing with the Quilombola theme, its participants, and their speech, gestures, critical (linguistic and visual) and multimodal (verbal-visual) positions are described, analyzing their postures during the interaction.