Stereotypes of Brazil and Colombia

The term translanguaging has gained increasing prominence in academic discourse as a way to describe the complex, fluid linguistic practices of bilingual individuals, as well as the pedagogical approaches that support and expand these practices (García et al., 2017). This study presents a classroom-based experience designed to foster interaction, engagement, cooperation, and critical thinking among higher education students. As part of a collaborative critical research project, data were collected from audio recordings of student reflection groups discussing Escrevivências—narratives that address stereotypes associated with different nationalities—alongside two theatrical performances and a collective reflection activity conducted during a Portuguese language class for Colombian learners. The results show that critical, collaborative, and performative methodologies in Portuguese language teaching in higher education fostered affective and critical engagement, active student participation, and the revision of cultural stereotypes.