Playful Scenarios in PLNM classes at Pablo de Olavide University

Abstract

This study aims to stimulate reflection on the playful scenarios in PLNM (Portuguese as a non-native language) classes at the Pablo de Olavide University (UPO) between 2020 and 2022, a pandemic period that still persists, but has not been an impediment to implement an education that pursues, increasingly, the integration of the Andalusian province and its educational political space in a more multilingual context. In this context, it is essential to promote and improve Portuguese learning strategies in Spanish territory, not only in border areas or very close to them, but also to set up a joint educational space between Portuguese and Spanish speakers. This space seeks to work on the aspects of positive transfer between these two languages through theoretical perspectives that result in practical implications of the use of the language and the levels of acquisition through the ludic activities mentioned here. For this paper we rely on contributions, among others, by Almeida Filho (2002) and Alonso Rey (2012) on the acquisition of Portuguese by Spanish speakers, experiences of activities in second language classes and the didactics of orality in playful environments (MAYOR, 1994; SÁ, 2018), as well as the studies by Vasconcelos and Pechi (2021) and Luckesi (2014) on playful environments in second language teaching.