DE LISBOA A SÃO PAULO: MANUAIS CÊNTRICOS PARA UMA LÍNGUA INTERCULTURAL

The Portuguese language is spoken by millions of people who use and disseminate it throughout the world. The teaching of Portuguese as a Foreign Language (PFL) should promote intercultural citizenship that involves knowing, valuing, and respecting its diversity, recognizing that language is a vehicle for various cultural and identity expressions. This study develops some assumptions about the teaching of Portuguese for cultural interaction initiated within the scope of a doctoral thesis (Pires, 2022b). The main objective of this article is to analyze the perspectives or geographical, social, and intercultural references present in four textbooks for the teaching and learning of PFL, namely Portuguese XXI and Aprender Português from Portugal, and Falar... Ler... Escrever... Português and Muito Prazer from Brazil. The methodology is based on documentary research of the materials under an analytical or scientific approach (Gil, 2008). The results indicate that these manuals do not express the diversity and heterogeneity of the Portuguese language and the countries that compose it. In Portuguese and Brazilian manuals, Lisbon and São Paulo, respectively, constitute centric, recurrent, and hegemonic references in geographical, social, and cultural terms.