Política-planejamento linguísticos e currículo em PFOL: o que professores e gestores têm a dizer

Abstract

Language policy and planning have been taking a bigger role in the discussions over language. The development of a course from its construction to its assessment demands planning in which are present understanding of what it means to teach a language in certain situations. This means that universities, language centers and institutes and even private teachers signal their adhesion to a conception of language learning and teaching when planning, which is always political. This reasearch aims at identifying in two actors of the learning and teaching context - coordinators and teachers in courses of Portuguese for foreigners of two public federal universities in Curitiba the curriculum model underlining their praxis, examining collected information from questionnaires and interviews. The ultimate goal is to shape an overview of what has been proposed throughout the course and verify if the actors involved know and promote the institutional policy (that is, if it is explicit).