CAMINHOS DE INTERCOMPREENSÃO: DA LUSOFONIA À ROMANOFONIA

More and more frequently, the migrations in the world update the statistics and also our awareness about how outdated it is to believe that most countries are monolingual. Even with these global multilingual scenarios, the teaching and learning contexts of foreign languages are traditionally marked by approaches that study languages separately. Against this individualization, there is plurilingualism and plural approaches, among them Intercomprehension. According to Escudé and Janin (2010), the term Intercomprehension was first used by the linguist Jules Ronjat to describe the ability of speakers to understand dialects of different languages of the same family. By adopting it in their pedagogical practices, the teacher values the learner's linguistic repertoire and knowledge of the world, as well as the languages involved in the teaching/learning process. In the light of the theoretical assumptions of Olmo and Escudé (2019), Melo-Pfeifer (2011), among others, the present work aims to discursively situate the theories, strategies and practices that involve Intercomprehension and propose reflections, in order to arouse a change in professional paradigms and in the classroom scenario, emphasizing that Intercomprehension can guide us towards a path of democratization of languages and cultures.