“Not Just Portuguese”: Translanguaging and Linguistic Justice for Indigenous and Refugee Students in Brazilian Schools

• In Event: AERA Roundtable Session Saturday 3:45 pm - Gold 3
  In Roundtable Session: Towards a Justice-Oriented Bilingual Education

Abstract

This study examines how educators in Brazilian public schools support multilingual Indigenous and refugee students and their families by using translanguaging and culturally sustaining pedagogy. Drawing on interviews and surveys with 53 educators across four regions, it highlights how Portuguese is reimagined as a língua de acolhimento (welcoming language). Educators create multilingual, caring environments and actively challenge Eurocentric curricula, despite often facing limited training and inadequate policy support. Grounded in cultura de carinho (culture of care) and cultural affirmation, these grassroots practices reflect diverse realities in urban and rural schools. The findings suggest that inclusive education necessitates more than isolated acts of care; it demands systemic change informed by equity, epistemic justice, and leadership from Indigenous and refugee communities.

Authors

• Michelle Angelo-Rocha, University of South Florida

• Karina O. De Paula, Texas Tech University

• Cátia Regina Guidio Alves de Oliveira, Brazilian National Council for Scientific and Technological Development

• Kevin Donley, Georgetown University

• Lauren Braunstein, University of South Florida