On Humanitarian Pedagogies

Thinking of Brazilian Portuguese as a Welcoming Technology

Abstract

The article explores the concept of Portuguese as a Language of Reception (PLAC), distinguishing it from the teaching of Portuguese as a Foreign Language (PLE) and highlighting its role as a technology of reception for migrants and refugees. Based on Ançã’s (2006) studies and the author’s own experiences at Instituto Adus, the analysis emphasizes how language proficiency is essential for social integration, enabling access to fundamental rights. Through specific teaching materials and pedagogical practices adapted to learners’ realities, the article underscores the importance of contextualized and sensitive approaches, challenging patronizing or exclusionary perspectives. By considering the teaching of Brazilian Portuguese as a humanitarian tool, the argument is made that denying migrants access to this learning process reinforces their vulnerability, whereas linguistic inclusion fosters greater dignity and citizenship.