By some standards, Brazil would be considered linguistically homogeneous because more than 85 percent of the population speaks Portuguese, but this view does not account for the multitude of dialects and Indian languages spoken there or for the German-speaking or other bilingual groups in the country. In addition, little information is available about the participation of those groups in the country's educational system. Regional planning in language education in Brazil can no longer ignore the country's linguistic and social history. Brazilian Portuguese is undergoing a de-creolization process bringing the variants closer to a standard usage, but in certain circumstances of migration and lowered educational standards, a re-creolization could occur. The educational program is currently not addressing students' real language needs. A plan is needed for the following purposes: (1) to identify regional and social language varieties and set up local targets, (2) to adapt materials and syllabuses that will facilitate development of social grammars for those targets, (3) to encourage self-expression in the local variety, and (4) to introduce the standard norm gradually by means of dialectal translation. This plan could be carried out experimentally in a vernacular-speaking community, in a way similar to a Norwegian experiment reported by Bull in 1982. This kind of planning, while seemingly outdated, is the appropriate direction for Brazil to take. (MSE)