ACOLHIMENTO LINGUÍSTICO EM INSTITUIÇÕES PÚBLICAS DE ENSINO EM REGIÃO DE FRONTEIRA:

RUMO A UMA POLÍTICA LINGUÍSTICA EDUCACIONAL

Abstract

This study explores the challenges and possibilities for the development and consolidation of educational language policies in multilingual and border contexts, focusing on the tri-border region between Brazil, Argentina, and Paraguay. It aims at identifying and systematizing actions and pedagogical practices that promote the linguistic and cultural welcoming of international migrant and border students enrolled in Brazilian public schools, analysing how such actions can be consolidated as educational language policies. This qualitative and bibliographic research is grounded in studies on Language Policy and in research and debates concerning linguistic and cultural welcoming. Considering the growing number of international migrants and border students in Brazilian schools whose mother languages do not coincide with the country’s official language, the study conducts a systematic literature review to map actions aimed at their linguistic and cultural integration. The analysis of the identified studies reveals practices ranging from public management to classroom teaching, and highlights the importance of policies that recognize and value linguistic diversity as a right and a form of cultural heritage. The study concludes that, although still localized and limited, initiatives for teaching the host country's language point to pathways for the development of educational language policies that are responsive to the linguistic diversity of border contexts and that foster the inclusion of immigrant and border students, countering linguistic and cultural silencing.