Para muito além das margens: vozes periféricas urbanas no centro da aula de Português Língua Estrangeira

Abstract

When instruction in Portuguese as a Foreign Language (PFL) relies on widely distributed commercial textbooks, peripheral voices are often absent from the classroom. This exclusion reinforces rigid sociolinguistic and sociocultural boundaries and renders the knowledge and art of marginalized communities invisible. This work presents accounts of pedagogical experiences in which peripheral perspectives took center stage in the PFL classroom. These practices expanded students' sociolinguistic mobility — enabling them to recognize and produce new language variants — and enriched their sociocultural repertoire. Beyond the immediate benefits for students, this raises important questions about how the transperipheral paradigm (Windle et al., 2020) can inform pedagogical strategies that bring peripheral realities — through written and audiovisual media — into privileged classroom contexts in the Global North. A deeper exploration of this praxis is recommended within the framework of the paradigm.