在汉语教学的广泛实践中，本土化教学始终占据重要地位，特别是在汉语教学日益国际化的背景下，其重要性更为凸显。作为一名志愿者教师，笔者有幸在巴西从事汉语教学工作。然而，在教学实践中，笔者遭遇了一些挑战和问题。具体而言，笔者发现部分学生的汉语水平与他们所选择的课程级别存在显著的不匹配现象，同时，本土教师与志愿者教师之间在教学方式上存在一定的差异，而孔子学院的实际教学情况也与笔者原先的预想有所出入。这些问题不仅对笔者个人的教学实践产生了直接影响，也促使笔者深入反思和寻求解决方案。为了更好地适应教学环境，提高教学效果，笔者与本土教师及学生进行了多次深入的交流。通过这一过程，笔者对孔子学院的运作机制有了更为全面的理解，也对巴西汉语教学的本土化问题产生了浓厚的兴趣。基于此，本文旨在探讨和分析巴西汉语教学的本土化问题，以期为志愿者教师更好地适应巴西的汉语教学环境提供有益的参考。本文研究内容主要包括以下几个方面：

第一，笔者从志愿者教师的视角出发，深入探讨了巴西塞阿拉联邦大学孔子学院在教师、学生、教材以及教学等方面所展现的本土特色。本研究以本土化理念为核心框架，对巴西塞阿拉联邦大学孔子学院进行了详尽的案例分析，旨在全面揭示并阐述该孔院当前的汉语教学状况。

第二，基于笔者的教学实践经验，笔者发现巴西塞阿拉联邦大学孔子学院当前面临的一个核心问题即为教学衔接的难题。为了深入探讨并解决这一问题，本文以志愿者教师与本土教师的教学衔接为研究焦点，对两类教师的汉语教学活动进行了对比分析。鉴于教师们各自的语言背景、成长经历以及对学生认知的差异性，他们的教学理念、教学内容选择、教学方法运用、课堂管理方式以及师生关系的构建均呈现出显著的差异。本文系统地分析了以上各个方面的不同点，并通过实地观察两类教师的课堂实践，进一步阐释了两者之间的异同。在此基础上，本文还详细探讨了两种教学模式的优势与局限，并深入分析了导致这些差异和结果产生的原因。通过这一全面而细致的分析，本文旨在为优化孔子学院的教学衔接提供有针对性的策略和建议。

第三，基于前述详尽的分析以及作者亲身的实践体验，本文针对性地提出了一系列旨在推进巴西塞阿拉联邦大学孔子学院汉语本土化教学的建议。首先，对于孔子学院本身，本文建议：其一，制定并推广一套统一、规范的教学大纲，以确保教学内容的连贯性和一致性，提高教学效果。其二，加大在各类平台上的宣传力度，提升孔子学院的知名度和影响力，吸引更多学生加入汉语学习的行列。其次，针对汉语教材的选择问题，其一，本文建议应选用巴西葡萄牙语版本的汉语教材。这不仅能更贴近学生的语言环境和学习习惯，也有助于提高学生的学习兴趣和效果。其二，在教材中增加有关巴西生活、风俗的内容。其三，增加听说训练的内容。再次，对于教师团队的建议，本文认为志愿者教师应积极融入当地社会文化环境，深入了解学生的学习背景和需求，以便更好地根据学生的实际情况处理教材内容和教学方法。同时，志愿者教师与本土教师、其他语言教师应加强沟通与协作，共同推动汉语教学的本土化进程。最后，对于汉语教学本身，本文提出以下建议：一方面，本土教师和志愿者教师应开展多层次合作教学，共同研究教学策略和方法，以更好地完成教学衔接工作；另一方面，教师应继续引导学生参与汉语实践活动，通过实践来巩固和提高学生的汉语应用能力，并不断完善汉语实践教学体系。

综上所述，本文提出的这些建议旨在为后来的志愿者教师及巴西汉语教学本土化提供有益的参考和启示，以期推动汉语教学在巴西的持续发展。

In the extensive practice of Chinese language teaching, localized teaching has always occupied an important position, especially in the context of the increasing internationalization of Chinese language teaching. As a volunteer teacher, the author is honored to engage in Chinese language teaching in Brazil. However, in the practice of teaching, I encountered some challenges and problems. Specifically, I found that there was a significant mismatch between the Chinese proficiency of some students and the level of the courses they chose, and that there were some differences in teaching styles between local teachers and volunteer teachers, and that the actual teaching situation in Confucius Institutes was different from the author's original expectations. These problems not only have a direct impact on the author's personal teaching practice, but also prompt the author to reflect deeply and seek solutions. In order to better adapt to the teaching environment and improve the teaching effect, the author had many in-depth exchanges with local teachers and students. Through this process, the author has gained a more comprehensive understanding of the operation mechanism of Confucius Institutes, and has also developed a strong interest in the localization of Chinese language teaching in Brazil. Based on this, this paper aims to explore and analyze the localization of Chinese language teaching in Brazil, with a view to providing useful references for volunteer teachers to better adapt to the Chinese language teaching environment in Brazil. The research content of this paper mainly includes the following aspects:

Firstly, from the perspective of volunteer teachers, the author thoroughly explores the local characteristics demonstrated by the Confucius Institute at the Federal University of Ceará in Brazil in terms of teachers, students, teaching materials and teaching. With the concept of localization as the core framework, this study provides a detailed case study of the Confucius Institute at the Federal University of Ceará, Brazil, aiming to comprehensively reveal and elaborate the current situation of Chinese language teaching at this Confucius Institute.

Secondly, based on the author's teaching experience, the author finds that one of the core problems faced by the Confucius Institute at the Federal University of Ceará, Brazil, is the problem of teaching and learning articulation. In order to explore and solve this problem, this paper focuses on the interface between volunteer teachers and local teachers, and analyzes the Chinese teaching activities of the two types of teachers. Given the differences in their language backgrounds, growth experiences, and perceptions of students, the teachers' teaching philosophies, content choices, teaching methods, classroom management styles, and teacher-student relationships all show significant differences. This paper systematically analyzes the differences in these aspects and further explains the similarities and differences between the two types of teachers through field observation of their classroom practices. On this basis, the paper also explores in detail the strengths and limitations of the two modes of teaching, and analyzes in depth the reasons that led to these differences and outcomes. Through this comprehensive and detailed analysis, this paper aims to provide targeted strategies and suggestions for optimizing the teaching articulation of Confucius Institutes.

Thirdly, based on the aforementioned detailed analysis and the author's personal practical experience, this paper puts forward a series of targeted recommendations aimed at promoting the localization of Chinese language teaching in Confucius Institutes at the Federal University of Ceará, Brazil. First of all, for the Confucius Institute itself, this paper suggests, firstly, formulating and promoting a set of unified and standardized syllabus to ensure the coherence and consistency of the teaching content and improve the teaching effect. Secondly, the publicity on various platforms should be increased to enhance the popularity and influence of Confucius Institutes and attract more students to join Chinese language learning. Secondly, regarding the selection of Chinese teaching materials, firstly, this paper suggests that the Brazilian Portuguese version of Chinese teaching materials should be used. This will not only be closer to the students' language environment and learning habits, but also help to improve students' interest and learning effect. Secondly, the content of Brazilian life and customs should be increased in the textbooks. Thirdly, increase the content of listening and speaking training. Again, as for the suggestions for the teaching team, this paper believes that volunteer teachers should actively integrate into the local social and cultural environment, and deeply understand the learning background and needs of the students, so as to better deal with the content of the teaching materials and teaching methods according to the actual situation of the students. At the same time, volunteer teachers should strengthen communication and collaboration with local teachers and teachers of other languages to promote the localization of Chinese language teaching. Finally, for the Chinese language teaching itself, this paper puts forward the following suggestions: on the one hand, native teachers and volunteer teachers should carry out multi-level cooperative teaching and jointly study teaching strategies and methods in order to better complete the articulation of teaching; on the other hand, teachers should continue to guide students to participate in Chinese language practice activities, consolidate and improve students' Chinese language application ability through practice, and continuously improve the Chinese language practice teaching system.

To sum up, the suggestions put forward in this paper aim to provide useful references and insights for subsequent volunteer teachers and the localization of Chinese language teaching in Brazil, with a view to promoting the sustainable development of Chinese language teaching in Brazil.