Literatura e intercompreensão de línguas românicas: um itinerário de viagens por línguas e culturas

Abstract

As a proposal to promote multilingualism in Portuguese language classes, Intercomprehension (hereinafter IC) emerges as a tool to develop reading comprehension strategies based on knowledge of the mother tongue (ML) that corresponds to linguistic features of related languages, such as Romance languages. As a potentializer of this proposal, literature is a strong aid to multilingual education by allowing contact with diverse intercultural experiences. The aim, therefore, is to analyze ways for literary texts to be more present in the classroom based on a multilingual and multicultural approach. To build our discussions, the theoretical framework was composed, among others, by Andrade and Pinho (2010), Araújo and Sá (2013), Alas-Martins (2014) and Silva (2013) to elucidate questions about plurilingualism and Intercomprehension of Romance languages ​​and Pinheiro-Mariz (2007), Ette (2019) and Moraes Filho (2020) to discuss the literary text in plurilingual education. Finally, we identified a trend favorable to plurilingual work associated with the literary text, as well as the promotion of Intercomprehension of Romance Languages ​​in the Portuguese language class.