Projeto de ensino-aprendizagem de português como língua adicional (PLA) baseado no exame Celpe-Bras: um olhar para a alteridade e a cultura brasileira

Abstract

This article aims to discuss the teaching and learning process of Brazilian Portuguese as an Additional Language by focusing on project-based learning drawn on the communicative language testing Celpe-Bras Exam (Certificate of Proficiency in Portuguese as a Foreign Language). This research analyzes the importance of developing teaching materials based on the Celpe-Bras Exam's communicative ability evaluation by targeting Portuguese Language students in higher education in South Korea. This study also examines the teaching approach on communication-based projects to develop linguistic skills and cultural discussions while learning Portuguese as an additional language. The theoretical framework of the language project-based learning study is guided by main concepts such as speech genres (Mikhail Bakhtin, 1997), proficiency (Matilde Scaramucci, 2000), and culture and language (Kuo and Lai, 2006).