Abstract:

In the context of Venezuela, the study of Portuguese as a foreign language (PFL) has shown a steady increase, reflected in the growing number of students who choose it at both primary and secondary levels. This research investigates PFL teachers' understanding of linguistic and cultural diversity across the entire Lusophone region. The research took place in a Venezuelan professional development course to promote critical thinking about plurilingualism and experiential learning and teaching methods that use gamified resources and generative artificial intelligence. The research aimed to investigate teacher perspectives about Portuguese as one language and multiple languages and their understanding impact on teaching identity and classroom instruction.

The research draws its theoretical foundation from a pedagogy of discourses, experiential learning, and plurilingual education. Freire’s notion of dialogue and transformation offers the ethical foundation for understanding teaching as a process of shared meaning-making. Kramsch’s view of language as symbolic power and Pavlenko’s work on emotional multilingualism inform the analysis of teachers’ relationships with linguistic diversity. The study explores pan-Lusophone competence as a means of fostering students’ comprehension and expression skills across Portuguese language varieties and their authentic and rich resources, drawing on Cruz’s (2024) critical hyperpedagogy, a theory that transforms teaching by integrating ethical principles with affective and technological dimensions to promote inclusive change.

A qualitative and participatory methodology was adopted. The research data collection included questionnaires, field notes taken from the small and large group discussions, and analysis of teaching artefacts created by the teachers. Researchers employed a triangulated approach by merging data from personal reflections, questionnaires, teaching resources, and group discussions. The workshops used experiential design, gamified activities and artificial intelligence enhanced tasks to promote curiosity, critical engagement and collaborative learning while encouraging teachers to challenge traditional linguistic correctness and pedagogical authority.

Teachers now understand the Portuguese language exists as multiple connected identities which go beyond its previous status as a single unified system. The participants showed doubt about teaching variations at first but hands-on learning with reflective activities helped them build confidence to modify their teaching approaches. Teachers started to view linguistic diversity as a valuable resource which enabled them to develop empathy and creativity and understand different cultures. The implementation of both gamified and AI-supported tasks resulted in more co-authorship activities while teachers and students engaged in discussions about responsible technology use in language education.

The Venezuelan case shows that teachers must undergo an emotional, collaborative and research-based transformation in their education to develop pan-Lusophone competence. Under critical hyperpedagogy professional development functions as a reflective environment which enables educators to experiment with innovative teaching methods through the use of diverse languages as their core base for collective learning. Teaching Portuguese becomes a shared creative process which unites people through the understanding that diversity represents its true essence.

Keywords:

Portuguese language education, teacher representations, pluricentricity, experiential learning, critical pedagogy.