Theoretical-Methodological Assumptions of the Didactics of Plurilinguism: Thinking About Linguistic Education

Abstract

This paper discusses the theoretical and methodological foundations of Plurilingualism Didactics (DP) as an alternative and critical proposal to the monolingual approach that still dominates language teaching. Based on the distinction between bilingualism, multilingualism and plurilingualism, we propose a reflection on Language Education (LE) in contexts marked by sociolinguistic and cultural diversity. Considering the Brazilian scenario of erasure of minority languages and the absence of effective public policies to promote plurilingualism, we defend DP as an inclusive and formative pedagogical strategy, capable of valuing the linguistic repertoires of subjects and developing Plurilingual and Pluricultural Competence (CP). The adopted approach presupposes a paradigmatic change in teacher training, school practices and curriculum, highlighting the importance of institutional language policies that recognize linguistic plurality as a vector of democratic citizenship and meaningful learning.