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The methodological strategies applied in Portuguese language reading and writing classes in linguistically heterogeneous contexts. The general objective is to analyze the methodological strategies used in the teaching and learning of Portuguese language reading and writing in linguistically heterogeneous contexts. The procedural method used was field research, which enabled data to be collected from those surveyed. The inductive method was used as a method of approach. The research is qualitative, focusing on theoretical and methodological strategies for teaching reading and writing in the Portuguese language classroom in contexts of linguistic heterogeneity. The theoretical framework was based on the principle of cooperative groupings, a methodological strategy for working with diversity in the classroom. The data collected was analyzed and interpreted to make it easier to understand and presented in a table, which showed that there is a need for more work on theoretical and methodological strategies to deal with linguistic diversity in the classroom. It was concluded that the cooperative method and strategies for reading and writing are fundamental to teaching.
About the author
Daúdo Luís Artur, soltero, nacido en Maquival, distrito de Quelimane, provincia de Zambezia, hijo de Luís Artur y Benedita Gamilo, nacionalidad mozambiqueña, nacido el 18/06/1992, Licenciado en Enseñanza de Portugués por la UP-Quelimane, Investigador y Profesor de Lengua Portuguesa en Mozambique, provincia de Zambezia, distrito de Nicoadala.
