其他摘要：The contexts of teaching and learning foreign languages are traditionally marked by structures that study languages
separately. The student is led to understand and develop a compartmentalized learning that is reflected, over the years,
in his way of seeing and interacting in the world. As a consequence, the teaching and learning of languages distances
student and teacher of a training focused on the development of language skills and a plurilingual repertoire. Our
intenton, in this chapter, is to share the actions of teaching in Intercomprehension of Romance Languages that were
developed in the Centro Interdepartamental de Línguas in the Course of Languages of the Faculty of Philosophy,
Letters and Human Sciences of the University of São Paulo (FFLCH-USP). In particular, we bring the data of the
development experience of the subject "Intercompreensão em Línguas Românicas", offered as an option in the
curriculum of the Language Graduation Course of USP. For the data collection, we used a questionnaire in order to
promote reflections on the students' perception of the course. The results point to reflective and investigative paths that,
in the short and medium term, can contribute to the (re) definition of the routes and contents that compose the
curriculum of the Language and Literature course.
关键词：ILR;formação do professor;Línguas Estrangeiras.
