Banca de DEFESA: WENDELL PEREIRA DA SILVA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : WENDELL PEREIRA DA SILVA
DATE: 30/07/2026
TIME: 13:30
LOCAL: Remoto
TITLE:

LANGUACULTURE IN CELPE-BRAS AND THE CHALLENGES FOR AN INTERCULTURALLY SENSITIVE PFL TEACHING

KEY WORDS:

Linguaculture; Interculturality; Portuguese as a Foreign Language; Celpe-Bras; Provoking Elements.

PAGES: 160
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUBÁREA: Lingüística Aplicada
SUMMARY:

This dissertation focuses on the analysis of Provoking Elements (EPs) and interaction scripts used in the oral component of the Celpe-Bras exam, through the lens of interculturally sensitive communicative competence. It aims to understand to what extent these materials activate languacultural dimensions and promote the development of intercultural awareness among candidates. To this end, three editions of the Celpe-Bras exam—spanning over a decade—were analyzed to examine how the EPs and scripts require the activation of both explicit and implicit cultural knowledge, and whether an intercultural perspective is present across the selected editions. The study also reflects on the pedagogical implications for teaching Portuguese as a foreign language (PFL). Grounded in the field of Applied Linguistics, the research adopts a qualitative and interpretative approach, drawing on theorists such as Kramsch (1993, 1998), Baker (2015, 2022), Byram (1997, 1998), Risager (2006), Hymes (1972), Celce-Murcia, Dornyei and Thurrell (1995), Hall (1989), Almeida Filho (1992, 2005, 2008, 2018), and Mendes (2010, 2011), among others. We hypothesize that, to a greater or lesser extent, from the earliest examinations to the more recent editions, the Celpe-Bras has undergone a process of updating regarding the treatment of Brazilian languacultural aspects and interculturality in the support materials used in the examination. The analyses indicate that text comprehension and the subsequent oral production mediated by the Provoking Elements (EPs) essentially require an approach to the teaching and learning of Portuguese as a Foreign Language (PFL) capable of integrating linguistic, pragmatic, and, above all, cultural knowledge. This highlights the need for interculturally sensitive practices in which the inseparability between language and culture is taken into account. The analyses of the EPs reveal a modest expansion in the treatment of languaculture, particularly concerning its identity dimension. In the analyses of the interaction scripts — documents intended to guide the use of the EPs — we identified an important shift toward the promotion of interculturality. However, although over time these materials have come to encompass communicative practices that are more attentive to cultural multiplicity and to less superficial cultural topics, they still rely heavily on the dichotomy between native culture and target culture, without fostering Intercultural Awareness (IA) at its most advanced level.

COMMITTEE MEMBERS:
Presidente - 1720830 - MARCELO DA SILVA AMORIM
Externa ao Programa - 1801855 - ALESSANDRA CASTILHO FERREIRA DA COSTA - UFRNExterno ao Programa - 1493578 - LUIS ALFREDO FERNANDES DE ASSIS - UFRNExterno ao Programa - 3471278 - RICARDO ALEXANDRE PEIXOTO BARBOSA - UFRNExterna à Instituição - EVA CAROLINA DA CUNHA - UFPE
Externo à Instituição - TITO MATIAS FERREIRA JÚNIOR - IFRN