Língua e identidade além-fronteira: práticas pedagógicas em meio à diversidade linguística

Abstract

This study aims to discuss the importance of teaching practices that take linguistic and cultural diversity into account in the classroom context, given that in recent years, Brazil has become a destination for immigrants and refugees from various regions of the world, including children, who arrive in the country facing disruptions, losses, and challenges that intensify their vulnerability. This research has a qualitative approach, configured in this approach, combining a systematic review of literature with the perspective of (auto)biographical narrative research (Bragança, 2018), understanding that knowledge production occurs both analytically, through careful mapping of the state of the art (and readings by authors in the field), and experientially, through listening to and elaborating the narratives that constitute the formative trajectory itself and the ways of being and existing in education. Field diaries and photography were used as narrative devices and records of the experience. The understanding of the narrative sources was anchored in Souza's (2014) comprehensive-interpretative approach. The study highlights the educational policies and legislation in force in Brazil that guarantee the right to education for immigrant children; analyzes issues of cultural and linguistic identity among immigrant students, emphasizing that the language barrier is one of the main challenges in the process of school inclusion; and presents, through “Pipocas Pedagógicas” (Prado, 2013), situations that illustrate the teaching and learning processes in a literacy class with children from migratory flows. It concludes that, in pedagogical practices that occur amid linguistic diversity, it is essential to recognize the relationship between identity, the student's experience in the school environment, and their language of origin, as it is this integration that ensures access, permanence, and real learning conditions for immigrant children.