Mediação linguística e literária e aprendizagem de português, língua pluricêntrica.

Considerações, desafios e propostas de atuação didática

Abstract

This article aims to reflect on the relevance of mediation in the didactics of Portuguese as a foreign language, considering its status as a pluricentric language. Structured in five parts, the text begins with a characterization of Portuguese as a pluricentric lan-guage, highlighting the coexistence of various national norms and the implications of this phenomenon for learning and teaching. The second part emphasizes the im-portance of linguistic and literary mediation as a fundamental didactic strategy to pro-mote intercultural understanding and the development of communicative and inter-pretative skills in plurilingual contexts. The third section explores the potential of cre-ative texts, such as literary songs, to foster mediation in a foreign language, underscor-ing their capacity to stimulate critical reflection, empathy, and the appropriation of multiple voices and cultures. The fourth part focuses on the use of literary songs as a didactic resource that contributes to valuing the diversity of the Portuguese language. In this context, a practical proposal is presented based on the poem Namoro by Viriato da Cruz, set to music by Fausto Bordalo Dias, offering a concrete example of how the intersection of literature, music, and mediation can promote the recognition and ap-preciation of the Portuguese variants. In conclusion, the article reaffirms the relevance of pedagogical practices that integrate linguistic and literary mediation into the teach-ing of Portuguese as a pluricentric language, arguing that such practices not only en-hance students’ linguistic competencies but also raise their awareness of the cultural and identity diversity across Lusophone regions.