Consumo c(l)iente: abordagem do g��nero an��ncio publicit��rio em livros did��ticos de língua portuguesa do ensino m��dio

Portuguese language textbooks, according to what has been preconized on the official document to education, have been configured on discursive genres imported from diverse spheres of human activity. Adverts, genre of ample social circulation, spread from the Advertising sphere to the schools and started being approached by these collectaneas as an object and a tool for teaching. Therefore, this research deals with the approach of ads in Portugese textbooks. These discursive practices matter for the impact or appeal they exert over the (new) consumers, among which High School students; for their representation in the capitalist system, which guides us on our relationships and social practices; and for the mix of languages that end up at their composition, once they encapsulate the spirit of our time, par excellence, the one from the verbal-visual genres. To understand the treatment given to these advertising pieces, from questions/commentaries related to them, two collections were selected by the Programa Nacional do Livro Did��tico ��� Textbook National Program (PNLD 2012) among the ones more used by public High Schools in Natal/RN. From Applied Linguistics, from mestizo, nomadic and inter/transdisciplinary identity (MOITA LOPES, 2009), this study falls within the discursive chain of the interpretive tradition of historical-cultural approach (FREITAS, 2010) and names the Bakhtin Circle and its language���s dialogical conception as inescapable partners. The data of the colletaneas show that the genre approach can happen as concrete utterance, as linguistic artifact and as hybrid, at work with questions and without questions, with the predominance of its occurrence in the portion of the volume devoted to the study of grammar. In the literature chapters and production/interpretation of compositions, it insert is incipient or it doesn���t happen in the volume. Such a provision has implications for multiliteracies (ROJO, 2012) of the citizen student, once the lack or the abundance of critical reading proposals for this genre, that demand from the student the exercise of knowledge that is necessary to the construction of linguistic and social meanings, can be responsible for guide to a more conscious consumerism (material and cultural) by the chief customers of the work under review. The approaches of the genres seems to indicate a gradual transition that such material have undergone, which means, from the focus on clauses to the focus on utterances, or even the approach as linguistic artifact to hybrid and the concrete utterance, in search of overcoming the traditional tendency of taking advantage of formal aspects of the language, to the detriment of enunciative ones, and for coming into harmony with the guidelines and parameters of teaching in contemporary times, bringing the school duties close to the rights in life.

A injun����o em livros did��ticos de língua portuguesa do 4�� e 5�� anos do ensino fundamental

This investigation aims at identifying, describing, analyzing and interpreting how textbooks on Portuguese Language approach, beginning with the linguistic material, the effects of sense in texts that predominately employ injunctives. The corpus of this study is comprised of six collections of textbooks on Portuguese Language, which are part of the National Program Guide for Textbooks (PNLD) from 2010, adopted by the public schools in the city of Natal and the object of study for the Read/Tell Project of the Educational Observatory of the Federal University of Rio Grande do Norte (UFRN). Textbooks from the 4th and 5th grades, Elementary School, were analyzed ��� 12 copies total. For the analysis, we selected 16 writing proposals of injunctive texts. Our study is based on theoretical discussions by Adam (2001a, 2001b) with regard to the genre of: inciting to action. In addition, we consider the work of Koch and F��vero (1987), Koch and Elias (2009), Marcuschi (2003, 2008) Pery-Woodly (2001), Rodrigues (2013), Travaglia (1992, 2007) and Rosa (2007). With respect to discussions on textbooks, we refer to Choppin (2004, 2009), Batista (2003, 2009), Rojo e Batista (2005), and with regard to Portuguese Language textbooks specifically, we consider Soares (1998, 2001, 2004) and Bunzen and Rojo (2005). The proposals for writing in injunctive texts, in the collections analyzed, are tips/recommendations, instructions on making toys and/or games, travel itineraries and cooking recipes, such that 69% of them appear in the 4 th grade textbooks and only 31% appear in the 5th grade textbooks. With respect to the linguistic elements responsible for the construction of directive speech acts and the effects on sense produced by them, the data shows that 50% of the writing proposals do not exploit linguistic categories that implicate the effects on sense using injunctives, or rather, there is no work done dealing with linguistic analysis, while 33% mention the imperative mode and 17% investigate infinitive verbs. In this dissertation, the textual plans of incitation to act genres were studied and in them the linguistic materiality that vehicles injunction. This study might contribute to the improvement of Portuguese language teaching in what concerns the articulation of grammatical studies to textual sequences/types, mainly in the case of Portuguese language textbooks for the 4th and 5th grades of Elementary School.

A (n��o) assun����o da responsabilidade enunciativa em livros did��ticos de língua portuguesa dos 4�� e 5�� anos

Portuguese textbook has been the focus of many investigations, nevertheless, the theme still has much to be discussed, reflected and broadened. This conviction mobilized us to perform this research, seeking to answer three questions: (1) how does the author of the textbook induce the student to give his opinion in comprehension questions of text in Portuguese textbook of 4th and 5thgrade? Which enunciative links are used by the author of the textbook in comprehension questions of text concerning to the assumption of enunciative responsability? And (3) Which enunciative links are used by the author of the textbook in comprehension questions of text concerning to the non assumption of enunciative responsability? In this direction, we define as objective to id entify, describe, analyze and interpret how the (non) assumption of enunciative responsibility materializes itself in Portuguese textbooks. The theme is echoed in the guidelines of the Par��metros Curriculares Nacionais PCN (1998; 2001), who assume that all education committed to citizenship need to create conditions in order the student can develop his discursive competence" (BRAZIL, 1998, p. 23). This assertion of PCN (1998; 2001) is closely related to our research object, and therefore, it has corroborated to the accomplishment of this study. So, we analyze the comprehension questions of the texts that are elaborated by the authors of Portuguese textbooks of the 4th and 5th grade, used at public schools in the city of Natal-RN in 2010. As a theoretical basis, we have considered the postulates of Textual Analysis of Discourses ATD and Enunciative Linguistics. Our research was mainly based on the studies of Adam (2011), N��lke (1994; 2001; 2006; 2009; 2013), N��lke, Fl��ttum e Nor��n (2004) Rabatel (2004; 2005; 2008; 2009), Guentch��va (1994; 1996). Our data analysis revealed that the authors of Portuguese textbooks explore the reading comprehension, inducing students to answer questions that may be categorized like: (1) induction to the assumption of enunciative responsibility, (2) induction for non assumption the enunciative responsibility, (3) orientation for the study of vocabulary and grammar and (4) orientation of extra themes. The results from the comparison of the books of 4th and 5th grade of the two analyzed collections, we observed through the links of (non) responsability N��lke (1994; 2001; 2006; 2009; 2013), N��lke, Fl��ttum e Nor��n (2004), which in 79% of the questions, the authors induce the decoding of a content objectively inscribed in the text. In this sense, the notion of understanding a text is compromised, since it is limited to copying contents or transcription exercises, failing to consider the interactive use of language, or rather, failing to expand the student's knowledge in the (re)construction of the text of the meanings. This shows that there is a lack in the deal with the text that includes the textual discursive resources in the reading activities in Portuguese textbooks. We recall, in this direction, the works of Marcuschi (2005), Antunes (2003, 2005), and Bunzen Rojo (2008), among others authors who contributed greatly to orient the choice of Portuguese textbooks. Finally, we believe that the study about the enunciative responsibility phenomenon in Portuguese texto oks offers, above all, instruments in order to the interlocutors identify the elements present in the enunciation and the effects that these elements bring to the (re) construction of the meanings in texts that they read and write in the classroom.

A oralidade no ensino de Língua Portuguesa em livros did��ticos para educa����o de jovens e adultos (EJA): reflex��es e proposi����es

This work appears as a reflection on the oral modality of the language in the teaching of Portuguese Language from textbooks proposed for the elementary school. It has as main aim to analyze the textbooks for the Youth and Adult Education - EJA (6th and 7th grade), the collection "It is time to learn", specifically in regard to educational activities focusing on oral proposals in their constituent units. It is a process of reflection with a view to submitting suggestions arising from the discussions held, given the fact that the writing mode has been identified by some scholars, between these Marcuschi (2005), as the most privileged in the classroom and in most manuals that guide the teaching of Portuguese Language. In this work, we start from a broader vision from the principles of dialogic pedagogy by Paulo Freire perspectives towards pedagogical practices that favor the development of linguistic and discursive student skills. In this sense, we emphasize the formation of a critical subject, who can argue and defend points of view, using oral or written language, in various social situations. In this view, this paper set up aims to identify, describe and interpret the activities proposed to the oral modality of Portuguese Language, from interactional theoretical bases, based on authors as Marcuschi (2005, 2010), F��vero, Andrade and Aquino (1999) Schneuwly and Dolz (2004), Antunes (2009), among others. In addition, the objective was to suggest other educational activities, as a way of expanding the existing ones, in order that addressed more efficiently, to aspects of orality been proposed and aspects of formal oral genres. Methodologically, it is a qualitative research, in which, from the teaching materials used in the classroom, there was a reflection on the orality and the oral teaching of the Portuguese language and has been proposed an expansion of activities one oral mode. In this reflection, analysis of the results revealed that the books investigated, used in Portuguese classes in EJA, include in their proposals orality as an object and teaching axis. However, we appoint the need to expand the teaching proposals with the existing activities in order to give greater emphasis to important aspects of orality already prioritized, and also to address to the formal public genres. In seeking to make suggestions and educational proposals that integrate with existing, we postulated the most effective development for oral skills for the EJA student, in Freire's perspective, as also we thought in a way to provide subsidies which could guide teachers of the Portuguese Language area at the fundamental level of education.

Olimp��ada de Língua Portuguesa: ressignifica����o de pr��ticas de leitura e escrita

The search for new meanings in the basic education teaching-learning process has caused the development of public policies for mother language teaching, such as the Portuguese Language Olympics (OLP). To contribute to this search, this intervention project has as object of study reading and writing practices developed in the OLP through the educational model arising from literacy projects (TINOCO, 2008). In working towards, the general aim of reframing reading and writing practices through the PLO, developed from the teaching model that comes of literacy projects, we established three specific objectives: a) reflect on a national writing contest; b) to realign conceptual and methodological the Portuguese classes of the 7th grade school due to the developed project; c) to improve the reading and writing practices of the students in 7th grade of school where we operate. Therefore, we base ourselves in the history of Portuguese teaching in Brazil (SOARES, 2002; GERALDI, 2008), the dialogical conception of language (BAKHTIN, VOLOCH��NOV [1929] 2009; SOARES, 1998; FARACO, 2009) in Literacy Studies (KLEIMAN, 2001, 2005, 2006; TINOCO, 2008; OLIVEIRA; TINOCO; SANTOS, 2011; STREET, 2014), the learning community concept (AFONSO, 2001), in studies of retextualization (OLIVEIRA, 2005; MARCUSCHI, 2010), gender discursive literary memories (CLARA; ALTENFELDER; ALMEIDA, 20--), in written evidence (POSSENTI, 2002) and Textual Linguistics (MARCUSCHI, 2008; ANTUNES, 2009; KOCH, 2011; SILVA [et. al.], 2013). Methodologically, this qualitative research (L��DKE; ANDR��, 1986; ANDR��, 2005) is anchored in Applied Linguistics (MOITA LOPES, 1996). This research was supporting by students in the 7th grade, teachers, management team and parents, as well as people outside of school community. The instruments used for the generation of data were semi-structured interview, students��� texts, audio recordings and video, photos, OLP material (teacher's book, a collection of texts and CD-ROM). The data generated allowed us to establish the following categories of analysis in relation to the texts produced: authorship, in formativeness, discursive progression, compositional structure, content, style, and language aspects. In addition, throughout the project, the collaborators have produced texts of various genres: oral interview and written request letter, legal, literary memories, oral and experience report. Also experienced a local award and participated in a national competition. They produced a video and a book with stories and student authorship of illustrations. The results achieved show that the literacy project developed also allowed macro changes: reading and writing practices, once considered strictly school studied, they were transformed into broader social practices, through which various literacy agents were able to collaboratively act. In short, they experienced writing practices that go beyond the classroom and the teacher-student relationship.

Amplia����o vocabular: gloss��rio de textos do livro did��tico de língua portuguesa "Vontade de saber portugu��s" do 9�� ano

This research aimed to verify the vocabulary difficulties faced by 9th year students while understanding the didactic book of Portuguese Language (DBPL) ���Vontade de Saber Portugu��s���, used at the Municipal School Sebasti��o Rangel. We noticed the students had some doubts concerning the unknown vocabulary in the texts and, therefore, in text comprehension. The hypothesis is that one ���difficult��� word and the lexicon used by DBPL author can disturb student comprehension. We adopted some action which could simplify the little vocabulary understanding and contributed to extend it. For that reason, the job was theoretically based on Biderman (1999), Barbosa (1989), Dias (2004), Krieger (2012), Coelho (1993) and on National Curriculum Parameters of Portuguese Language, aiming to ally theory and practice. The application methodology of the proposal was done in order to the students understand that the word needs to be adapted to its context. At the begging of the job, the students read the texts and took notes of the ���difficult��� words, selecting, corpus. We analyzed the doubts, registering them. Then, we showed to the students the classification of abbreviated words after each entry. The students separated the words for grammar classes ��� lexical words��� (KRIEGER, 2012). Such words have a very significant meaning to the comprehension of the read texts, being interesting to take a look in online dictionaries. In the creative glossary, done by the students, the words were spread in alphabetical order. They transcript the part where was the word and copied again, substituting the word to a clearer word. Finally, we asked the students a writing production using five words from the glossary; we showed them that the meaning of the words is not found only in the dictionary, but they can be used in different contexts. In the analyzes, was discovered that there is one necessity of a pedagogic didactic work more effective with elementary school lexicon. Thus, this proposal is not a closed receipt, but the infield location allowed a reflexive pedagogic practice about lexicon education.

Tradu����o e adapta����o transcultural do dom��nio fun����o f��sica do Patient-Reported Outcomes Measurement Information System ��� PROMIS�� - vers��o para a língua portuguesa

In 2004, the National Institutes of Health made available the Patient-Reported Outcomes Measurement Information System ��� PROMIS��, which is constituted of innovative item banks for health assessment. It is based on classical, reliable Patient-Reported Outcomes (PROs) and includes advanced statistical methods, such as Item Response Theory and Computerized Adaptive Test. One of PROMIS�� Domain Frameworks is the Physical Function, whose item bank need to be translated and culturally adapted so it can be used in Portuguese speaking countries. This work aimed to translate and culturally adapt the PROMIS�� Physical Function item bank into Portuguese. FACIT (Functional Assessment of Chronic Illness Therapy) translation methodology, which is constituted of eight stages for translation and cultural adaptation, was used. Fifty subjects above the age of 18 years participated in the pre-test (seventh stage). The questionnaire was answered by the participants (self-reported questionnaires) by using think aloud protocol, and cognitive and retrospective interviews. In FACIT methodology, adaptations can be done since the beginning of the translation and cultural adaption process, ensuring semantic, conceptual, cultural, and operational equivalences of the Physical Function Domain. During the pre-test, 24% of the subjects had difficulties understanding the items, 22% of the subjects suggested changes to improve understanding. The terms and concepts of the items were totally understood (100%) in 87% of the items. Only four items had less than 80% of understanding; for this reason, it was necessary to chance them so they could have correspondence with the original item and be understood by the subjects, after retesting. The process of translation and cultural adaptation of the PROMIS�� Physical Function item bank into Portuguese was successful. This version of the assessment tool must have its psychometric properties validated before being made available for clinical use.

Musicalidades Quotidianas da Personalidade: estudo sobre o impacto da m��sica na personalidade, comportamentos, emo����es e quotidiano de jovens e adultos de língua portuguesa

Objetivos: A m��sica, incomum pela sua ubiquidade e antiguidade, constitui uma das atividades humanas que ocupa um lugar significativo nas diversas culturas e vida di��ria. Geralmente agrad��vel para grande parte das pessoas, produz numerosos e desmedidos efeitos, na sua maioria positivos para o ser humano. Esta investiga����o teve como objetivo principal estudar a rela����o entre alguns dos diferentes g��neros musicais e os de tra��os de personalidade de jovens e de adultos com idades compreendidas entre os 18 e os 38 anos, fluentes em portugu��s. A investiga����o pretendeu descrever as prefer��ncias musicais em fun����o da idade, g��nero, estado civil e habilita����es liter��rias; identificar os contextos, os per��odos e as atividades mais comuns durante a escuta de m��sica; reconhecer se a m��sica �� uma das atividades de lazer mais importantes para o grupo estudado; conhecer quais as raz��es mais frequentes apontadas pelos sujeitos para ouvir m��sica; estudar a perce����o que as pessoas t��m sobre a influ��ncia da m��sica na viol��ncia e no consumo de subst��ncias; verificar se os sujeitos consideram as prefer��ncias musicais como um fator importante e revelador de informa����es sobre a personalidade; avaliar o impacto e rela����o das prefer��ncias musicais com a personalidade e verificar quais os pares de emo����es mais comuns, sentidos durante a escuta musical, e respetiva intensidade. Metodologia: A amostra foi constitu��da por 320 indiv��duos com idades compreendidas entre os 18 e os 38 anos sendo a faixa et��ria mais comum a que se situa entre os 24 a 29 anos, maioritariamente do sexo feminino, solteiros, de nacionalidade portuguesa, detentores ou a frequentar um curso superior, nas ��reas das ci��ncias sociais/servi��os ou exatas e tecnol��gicas. Os participantes aceitaram responder voluntariamente a uma bateria de testes (QCS, EPI, QMQEC e STOMP-PT). Para a caracteriza����o da amostra, determinaram-se frequ��ncias absolutas e relativas ou valores m��dios e desvios-padr��o. A normalidade da distribui����o das pontua����es m��dias dos instrumentos foi validada com o teste de Kolmogorov-Smirnov com corre����o de Lilliefors. A consist��ncia interna estudou-se atrav��s do Alpha de Cronbach e da f��rmula de Kuder Richarson. As diferen��as entre grupos foram avaliadas recorrendo a uma ANOVA, a intensidade e magnitude das rela����es entre vari��veis determinou-se atrav��s do coeficiente Eta quadrado (e 2) e com o coeficiente de correla����o de Pearson avaliou-se a associa����o entre as vari��veis em estudo. Resultados: Observou-se que a m��sica energ��tica �� a mais t��pica dos escal��es et��rios mais jovens, sendo que a rebelde trespassa todas as gera����es, revelando os mais velhos tamb��m uma forte prefer��ncia pela m��sica reflexiva. As escolhas musicais parecem n��o ser influenciadas pelo sexo e estado civil. Os indiv��duos menos escolarizados parecem preferir m��sicas do tipo energ��tico, excluindo as convencionais enquanto os detentores de maiores habilita����es preferem os estilos reflexivos e rebeldes. �� em casa, no quarto, ao fim de semana e quando est��o sozinhos que os participantes mais ouvem m��sica, constituindo esta a mais frequente atividade de lazer, por ser uma atividade essencial para a exist��ncia, n��o apelando �� viol��ncia e ao consumo de subst��ncias e revelando as prefer��ncias musicais aspetos da personalidade. Encontraram-se diferen��as estatisticamente significativas entre as dimens��es da prefer��ncia musical e os tra��os de personalidade, sendo a m��sica energ��tica a que mais se destaca na extrovers��o e a rebelde no neuroticismo. N��o se obtiveram resultados estatisticamente significativos entre os tipos de m��sica e as emo����es. Conclus��o: Os resultados devem ser vistos a t��tulo de ensaio e como introdut��rios, seguindo no entanto os referidos na literatura quer ao n��vel das prefer��ncias por idade, sexo e habilita����es liter��rias, quer ao n��vel do contexto onde �� ouvida, quer ainda entre as dimens��es de prefer��ncia musical e tra��os de personalidade. / Aims: Music, unusual for its ubiquity and age, is one of the human activities that occupies a significant place in different cultures and daily life. Generally pleasant to most people, produces many and huge positive effects in humans. This investigation aimed to study the relationship between some of the different music preferences and personality types of young and adults aged between 18 and 38 years, fluent in Portuguese. The research intended to describe the musical preferences based on age, gender, marital status and educational attainment; identify contexts, periods and the most common activities during music listening; recognize the music as one of the most important leisure activities for the group studied; know which are the most frequent reasons given by the subjects to listen to music; study the perception that people have about the influence of music on violence and substance use; check whether the subjects consider the musical preferences as a major factor that reveals information about personality; assess the impact and relationship of musical preferences with the personality and see which pairs of most common emotions are felt during music listening, and its respective intensity. Methods: The sample consisted of 320 individuals aged between 18 and 38 years being the most common age group of between 24 to 29 years, mostly female, single, Portuguese, holders or to attend a higher education in the areas of social / services or exact science. Participants voluntarily agreed to answer a battery of tests (QCS, EPI, QMQEC and STOMP-PT). To characterize the sample, they were determined absolute and relative frequencies and mean values and standard deviations. The normality of the average scores of the instruments has been validated with the Kolmogorov-Smirnov test with Lilliefors correction. Internal consistency was studied using Cronbach's alpha and Kuder Richardson formula. Differences between groups were assessed using an ANOVA, intensity and magnitude of the relationship between variables was determined by Eta squared coefficient and the Pearson correlation coefficient evaluated the association between the study variables. Results: It was observed that the energetic music is the most usual among the younger age groups, and the rebel pierces all generations, revealing the older ones a strong preference for reflective music. The musical choices do not seem to be influenced by sex and marital status. The less educated individuals seems to prefer the energetic type songs, excluding conventional, holders of higher qualifications prefer reflective and rebellious styles. It is at home, in the room, on the weekends and when they are alone that participants listen more music, making this the most common leisure activity, the essential for existence, not calling for violence and substance use and revealing aspects of personality. We found significant differences between the dimensions of music preferences and personality traits, with the energetic music standing out in extraversion and neuroticism on rebel. We did not get significant results among the types of music and emotions. Conclusions: The results should be viewed under test and has introductory , however following the reported in the literature both in terms of preferences by age, sex and education level , both in terms of the context in which it is heard, still follows music preference dimensions and personality traits .

Contributos para a valida����o do Music Performance Anxiety Inventory for Adolescents (MPAI-A) na língua portuguesa

A ansiedade na performance musical (MPA-music performance anxiety) surge como um fen��meno fisiol��gico, psicol��gico, cognitivo e emocional que abrange todos os m��sicos independentemente da sua idade, experi��ncia, dedica����o ou tipo de instrumento. Pelo seu car��cter cr��nico, e pela dificuldade que provoca na progress��o na carreira, a MPA �� uma patologia nefasta que, quando toma propor����es exageradas, consegue afastar os m��sicos do seu ideal e objetivo de vida, pois o prazer de tocar �� substitu��do pelo medo de ser julgado e observado por uma plateia ou j��ri. Pela necessidade de conhecer e saber reagir perante esta situa����o �� imperativo aprofundar os conhecimentos acerca desta, para uma identifica����o precoce dos alunos em quem a ansiedade atinge n��veis preocupantes nas atua����es, quer a solo ou em orquestra. A correta abordagem deste problema por parte dos professores pode ser ben��fica, levando os alunos a confiarem mais nas suas capacidades e a obterem resultados positivos. Este trabalho surge da necessidade de conseguir quantificar a ansiedade nos adolescentes e para tal o uso de uma escala previamente existente em ingl��s. O objetivo �� explorar a ansiedade na performance musical atrav��s da tradu����o e aplica����o do Music Performance Anxiety Inventory- Adolescents (MPAI-A) para a língua portuguesa, contribuindo para a sua posterior valida����o.

ProMeQuaLab - Projeto de Melhoria da Qualidade Laboratorial para Pa��ses de Língua Portuguesa

O projeto consiste numa coopera����o entre pa��ses de língua portuguesa para a melhoria da qualidade laboratorial. Objetivo: Aplica����o das boas pr��ticas laboratoriais de modo �� obten����o de resultados exatos e precisos que contribuam de forma efetiva para o diagn��stico e tratamento dos doentes.

ProMeQuaLab - Projeto de Melhoria da Qualidade Laboratorial para Pa��ses de Língua Portuguesa

O projeto consiste numa coopera����o entre pa��ses de língua portuguesa para a melhoria da qualidade laboratorial.

Cam��es - Instituto da Coopera����o e da Língua Portuguesa [Cam��es, IP] portugu��s língua de heran��a [PLH] - língua e identidade

Neste artigo, abordamos, num primeiro momento, a rela����o entre língua e identidade, tendo em mente que um dos objetivos principais do EPE [Ensino Portugu��s no Estrangeiro] �� refor��ar o v��nculo afetivo dos alunos com as suas ra��zes. O trabalho que aqui apresentamos visa, precisamente, contribuir para a valoriza����o desse elo afetivo dos alunos do EPE na Alemanha, com a LP [Língua Portuguesa] e com uma parte integrante da sua identidade. Num segundo momento, tendo em conta a heterogeneidade dos nossos alunos, dos seus perfis lingu��sticos e culturais, identificamos que estatuto assume a LP para estes alunos, elucidando sobre as dimens��es pedag��gicas adotadas ou a adotar no processo de E/A [Ensino e aprendizagem] do EPE. Destacamos, assim, o conceito de Portugu��s Língua de Heran��a [PLH], estatuto que o portugu��s assume para os alunos do EPE na Alemanha, percecionado como a língua minorit��ria, usada pelos filhos dos emigrantes das segundas e terceiras gera����es, em contexto restrito, no seio familiar, com a fam��lia e, de uma forma menos frequente, com os amigos portugueses.