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The 2030 Agenda and the Sustainable Development Goals (SDGs) are today a transnational attempt to face a world full of inequalities and risks. However, for this agenda to be effectively accomplished and these goals to be achieved, a collective effort, commitment and action are required in every sphere of one's life. We believe that the progress of this committed and proactive attitude requires greater awareness, from the individual to the organizational level, which necessarily implies higher education and us, lecturers and professors, as educational actors and mediators. Starting from the perceptions of university students about the SDGs and the concept of Sustainable Development, we propose to explicitly articulate the SDGs with our curriculum and teaching practice as lecturers of Portuguese as a Foreign Language (PLE). A comparative analysis will be carried out between the initial perceptual state of the students with the degree of appropriation and knowledge of the SDGs after the application of the approach we propose. Starting this experience with adult learners studying Portuguese A1.2, A2 and B1 at university level, half of them in an immersion context in Portugal, and half in a non-immersion context in Spain, we aim to share our didactic suggestions in order to make them available to be used in different language learning contexts.
Paula Cristina Pessanha Isidoro, University of Salamanca, Spain
Ângela Cristina Carvalho, University of Porto, Portugal
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