II Simpósio- artigos agrupados Editado ate pagina 1035

tem espaço no ensino de POLH? e 2) Qual o aspecto mais relevante para essas
atividades pedagógicas sobre Língua de Herança: o linguístico ou o extralinguístico? No
intuito de responder tais perguntas, nos alicerçamos em uma análise que prioriza os
dados da web que tratam a respeito do ensino de Português Brasileiro ensinado como
uma Língua de Herança. Para a análise desses dados trataremos do conceito de herança,
identidade híbrida, Língua Fluida e Língua Colonizada. A investigação dos dados é
realizada à luz dos conceitos de Soares (2010); Lico (2017); Mugschl (2017), entre
outros.
PALAVRAS-CHAVE: Ensino. Português Brasileiro. Herança. Língua Fluida.
ABSTRACT: This current article is inserted in debates about teaching Portuguese as a
Heritage Language (Língua de Herança – POLH) and the divergences introduced in its
teaching, looking for establish which modality from Portuguese Language is passed on
to these new speakers and how this teaching is being offer. From the concept of POLH,
along with the concept of Brazilian Portuguese (Português Brasileiro – PB), we try to
understand how the teaching of Portuguese Language (Língua Portuguesa – LP) is
transferred to little Brazilians that pursue a reencounter with their identity through the
language. The propose of the education of a foreign language, running through the bias
of Heritage Language, implicate in a teaching that transfers with legitimacy the
characteristics and particularities of the language taught, focusing on PB, however, we
are aware that Portuguese Language, when taught as a foreign language, is still strongly
connected to “dogmas” from European Portuguese, what end up to permit that
Portuguese form other countries be forgotten, mainly regarding to education for
foreigners, something that supposedly should not happen on the teaching of POLH,
since each modality of the transferred language, supposedly, should carry the
singularities of each people that use it. That way, through these enquiries, we mean to
answer two questions: 1) Has the Colloquial Language space in the education of POLH?
and 2) What is the most relevant aspect to these pedagogics activities about Heritage
668