Pluricentric grammar, international Portuguese, and the teaching of Portuguese: Some theoretical and practical reflections

Abstract

The pluricentricity of the Portuguese language is academically recognised, with a vast body of scientific production currently available both on the theoretical aspects of Portuguese as a pluricentric language and on its applications. However, the reality of the Portuguese language in the world is far more complex than an uncritical view of pluricentrism, in which most researchers assume the pluricentricity of Portuguese as an indisputable truth, since it is possible to perceive that a series of problems and questions remain unresolved. Therefore, teachers of Portuguese as a Foreign Language (PFL) still lack theoretical (for reflection) and didactic (for practice) resources that address Portuguese in a 'pluricentric way', as well as clarify what is understood by this 'way' and what are the problems, advantages, and disadvantages of this theoretical approach for teaching PFL. Thus, this work aims to develop a clear and critical definition of what pluricentric grammar entails, along with its relationship to the concept of international Portuguese, which broadly refers to the creation of a supranational norm intended to facilitate teaching Portuguese as a foreign language and promote its global dissemination. This proposal is based on the author's previous reflections and experiences as a teacher and researcher of PFL, also making use of contributions from previous publications on the subject. As a result of the discussion, a concept of pluricentric grammar for Portuguese is proposed as an ongoing project that does not favour any specific variety of Portuguese but aims to encompass the entire system of the language. For the selection of which structures of the existing varieties of the Portuguese language around the world should be included, it is recommended to follow two basic principles initially: the quantitative principle and the principle of simplicity. Since we do not yet have a pluricentric grammar, it is emphasised here that such precepts and the work itself should be developed by the actors involved in the processes of promoting, disseminating, and internationalising the Portuguese language, that is, managers, linguists, and teachers. Finally, given this scenario, it is hoped that the reflections, theoretical proposals, and practices discussed here can serve as a contribution to any professional interested in PFL, as well as continue the scientific debate on this topic and assist in future projects and publications.