TEACHING PORTUGUESE AS A HOME LANGUAGE: DEFINING PRIORITIES FOR THE DEVELOPMENT OF TEACHING MATERIALS

Abstract

The growth of contemporary migratory flows imposes on the Brazilian linguistic education field the need to reconsider methodologies and teaching materials aimed at welcoming migrants in situations of vulnerability. This study examines the priorities that guide the development of teaching materials for Portuguese as a Welcoming Language (PLAc), focusing on the specificities of the migrant population within the Brazilian context. The research adopts a qualitative approach of an applied nature, drawing on systematic bibliographic review procedures and documentary analysis of materials produced by university extension projects. The results point to four recurring gaps: the absence of communicative needs assessment as a pre-didactic stage, the under-representation of learners' linguistic and cultural diversity, the underuse of Digital Information and Communication Technologies (TDIC), and the disconnection between institutional internationalization policies and effective linguistic welcoming practices. The study concludes that the production of materials adequate to PLAc requires pedagogically, linguistically, and interculturally articulated criteria, along with national public policies capable of ensuring continuity and funding for existing initiatives. The findings contribute to the field by offering a systematic analytical framework that supports both the critical evaluation of currently available materials and the planning of new pedagogical resources aligned with the real demands of migrants who arrive in Brazil seeking shelter, autonomy, and social reconstruction. Future research should prioritize longitudinal studies with learners, investigation of teacher representations, and comparative mapping of municipal welcoming policies across the national territory.