O ensino de PFOL para comunidades colombianas como instrumento de promoção de mudanças sociais e comportamentais: a abordagem Social and Behaviour Change

Abstract

The objective of this study was to recognize how contact with Portuguese for Speakers of Other Languages (PFOL) promoted social and behavioral changes in Colombian community members, through the Social and Behaviour Change (SBC) approach, one of the goals of the United Nations Organization (UNO) for global development. The research was carried out within the pandemic context, expanding and converting into a Latin American context, as it is a virtual project supported by the use of technologies, which allowed the integration of students that live in Brazil, Colombia and other countries. To create the corpus of this work, it was used documentary research, from the participants' reports about the course and as it represents a broad study, in addition to the application of a survey questionnaire to generate the data to be analyzed. Considering that the Covid-19 pandemic brought about a context of extremely complex proportions, which required new learning in daily activities, that social distancing was necessary to face the disease and also to not impact mental and emotional health. Finally, the various technological activities served to minimize social isolation and continue human interactions, in view of this and its implications, we seek, through this study, to answer the following question: What contributions does teaching Portuguese make to speakers of other languages, in remote mode, brought to the Colombian community the perspective of social and behavioral transformations and their linguistic empowerment? The theoretical assumptions that supported this path deal with the State of the Art in PFOL (FURTOSO, 2011; ANDRADE, 2014; SILVA, 2021; ALVES, 2021; SILVA 2022), Linguistic Policies (CALVET, 2002; LAGARES, 2022; RAJAGOPALAN, 2013; SEVERO, 2022; SILVA; ABREU, 2020; among others), PFOL (ALMEIDA FILHO, 2012; BARROS; FURTOSO, 2021; OLIVEIRA, 2008; SCHLATTER, 2012; SANTOS, 2010; MENDES, 2011; SCARAMUCCI, 2020), the SBC (UNICEF; UNESCO) and the Challenges for education in the context of the COVID-19 pandemic (NETO, 2020; CUNHA, 2020; OLIVEIRA; SANTOS, 2020; BRASIL, 2020, PASINI; CARVALHO; ALMEIDA, 2020; ARRUDA, 2020 . The analysis of the participants' responses, through BARDIN (2016), shows that the PFOL course offered during the Covid-19 pandemic promoted significant social and behavioral changes, through linguistic empowerment and implementing what the Development Objective advocates Sustainable – 4, an “inclusive and equitable quality education”.