Abstract
The present study dealt with the teaching of Portuguese as a Welcoming Language (hereinafter PWL, or PLAc in portuguese), showing results regarding the need for public policies on contemporary migrations. One of the developments about this environment, which was (and still has been) created by researchers around this discussion, involves the experience with the extension project entitled “Program for teaching-learning Portuguese as a Welcoming Language (PWL)”, which we describe below. The objective of this work was to share some reflections on the pedagogical practice of teaching and learning PWL in a multicultural and plurilingual context. To do so we brought, to dialogue with us, Acosta-Pereira (2018), Agier (2006), Cabete (2010), Cortez (2018), Gonçalves (2019), Grosso (2017), hooks (2017), Kramsch (2014), Sachet (2017) and Wamser and Rezende (2014). Reflections on the results obtained in this work can contribute to the initial training of teachers of Modern Languages and researchers in education, especially in the didactic and methodological elaboration that meet the needs of socioeconomic and cultural changes, impacted by this mobility.
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