The Celpe-Bras proficiency test and the teaching of Portuguese to candidates to the Student Program-Undergraduate Convention (PEC-G): language policy mechanism in action

• Autor(a) principal: Dionísio, Cynthia Israelly Barbalho
• Data de Publicação: 2021
• Outros Autores: Sousa, Socorro Cláudia Tavares de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Scripta
• Texto Completo: http://periodicos.pucminas.br/index.php/scripta/article/view/25706
• topic: Celpe-Bras; PEC-G; Mechanism; Language policy; Portuguese for speakers of other languages; Celpe-Bras; PEC-G; Mecanismo; Política linguística; Português para falantes de outras línguas

This article aims to discuss how the Celpe-Bras exam acts as a language policy mechanism for teachers of a Portuguese language course for applicants to the Student Program-Undergraduate Convention (PEC-G). Shohamy’s (2006; 2007; 2009) theoretical notion of language policy mechanisms supports the discussion of data generated in semi-structured interviews. The analysis of textual materiality was based on the analysis of thematic content, lexical selection and argumentative elements according to Koch (2000; 2011). The conclusion is that Celpe-Bras acts as a language policy mechanism for teachers by transforming ideologies into teaching practices of what (content) and how (methodology) to teach. Specifically, the test acts on three axes of teaching practice: in planning classes, in teaching classes and in assessing students’ compositions. The PEC-G official language policy establishes Celpe-Bras as a requirement for admission to Brazilian higher education institutions. However, it does not provide guidelines for curriculum, teacher training, teaching material or other aspects of education. There are prerogatives and charges arising from being in a context guided by a highly relevant exam, as is the Celpe-Bras for the participants. Teaching programs and teachers themselves enjoy a high degree of agency to create local language policies aimed at addressing points not covered by official or higher provisions. At the same time, they must deal with a possible climate of conflict emerging because of diverse ideologies and practices regarding the exam, as a result of the freedom to create local language policies responsive to the context.