Stereotypes of Brazil and Colombia

an experience of critical engagement in a Portuguese course for Colombians

Authors

  • Marina Melo Pedroza Pontifícia Universidade Católica de São Paulo, São Paulo, SP, Brasil.
  • Fernanda Liberali Pontifícia Universidade Católica de São Paulo, São Paulo, SP, Brasil
  • Nayibe Rosado Universidad Del Norte, Barranquilla, Atlântico, Colômbia

Keywords:

Higher education, languages, Portuguese teaching, translanguaging, multiculturalism

Abstract

The term translanguaging has gained increasing prominence in academic discourse as a way to describe the complex, fluid linguistic practices of bilingual individuals, as well as the pedagogical approaches that support and expand these practices (García et al., 2017). This study presents a classroom-based experience designed to foster interaction, engagement, cooperation, and critical thinking among higher education students. As part of a collaborative critical research project, data were collected from audio recordings of student reflection groups discussing Escrevivências—narratives that address stereotypes associated with different nationalities—alongside two theatrical performances and a collective reflection activity conducted during a Portuguese language class for Colombian learners. The results show that critical, collaborative, and performative methodologies in Portuguese language teaching in higher education fostered affective and critical engagement, active student participation, and the revision of cultural stereotypes.

Author Biographies

Fernanda Liberali, Pontifícia Universidade Católica de São Paulo, São Paulo, SP, Brasil

Fernanda Coelho Liberali é formadora de formadores, pesquisadora e professora da Pontifícia Universidade Católica de São Paulo, no Departamento de Ciências da Linguagem e Filosofia, nos Programas de Pós-Graduação em Linguística Aplicada e Estudos da Linguagem, em Educação: Formação de Formadores e em Educação: Currículo. Possui graduação em Letras pela Universidade Federal do Rio de Janeiro, mestrado e doutorado em Linguística Aplicada e Estudos da Linguagem pela Pontifícia Universidade Católica de São Paulo, pós-doutorado pela Universidade de Helsinki, pela Freie Universität Berlin e pela Rutger University e realizou estágio de pesquisa sênior na Universidade de Notre Dame/EUA. É bolsista de produtividade em pesquisa do CNPq; líder do GP/CNPq/PUC-SP Linguagem em Atividade no Contexto Escolar e do Grupo de Estudos em Educação Bi/multilíngue (GEEB); parecerista do CNPq, da CAPES e da FAPESP; representante brasileiro do comitê internacional do Simpósio Internacional de Bilinguismo e Educação Bilíngue na América Latina (BILINGLATAM); representante da PUC-SP junto ao Consórcio Internacional de Universidades Católicas pela Sustentabilidade Ecológica; membro do Eastside Institute Associates e da Global Network da University of Leeds, professora visitante na Universidade de Notre Dame, coordenadora geral dos projetos nacionais de extensão e pesquisa Programa Digitmed e Projeto Brincadas e co-fundadora da Global Play Brigade.

Nayibe Rosado, Universidad Del Norte, Barranquilla, Atlântico, Colômbia

Trabaja en el campo de la educación, con intereses centrados en la intersección entre el aprendizaje de estudiantes y docentes, investigando cómo el uso de la lengua influye en la construcción de la realidad en contextos escolares y otras instituciones sociales. Dirige tesis de maestría sobre temas relacionados con la lengua, como la mediación en la enseñanza, el currículo, la identidad docente y la competencia comunicativa en una lengua extranjera, considerando sus diferentes habilidades. A nivel de doctorado, ha dirigido investigaciones sobre identidad docente, currículo para la formación inicial docente y pedagogías contextualizadas relevantes para los contextos de uso.

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Published

2025-09-26

Issue

Vol. 46 No. 1 (2025): Fluxo Contínuo

Section

Papers

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