Educational challenges near the Paraguayan-Brazilian border: What happens in a place where political and cultural boundaries are misaligned?

• In Event: Latin America’s pressing education challenges and possible futures: New privatization trends, public education for all, sociolinguistic tensions, and migration crises

Proposal

This study explores the impact of Brazilian immigration on the educational, linguistic, and cultural identity of a Paraguayan town 80 kilometers from the Brazilian border. It examines how recent migration shapes local education and identity, and in turn the pedagogical strategies employed by local educators. The town is located within the Paraguayan border and managed by Paraguayan officials, but most residents are culturally Brazilian and speak Portuguese. In an increasingly globalized world, the study’s focus on language, identity, and education is crucial, contributing to discussions on language preservation, cultural identity, and multilingual education.

Previous studies (Nickson, 1981; Souza, 2018; Tiburcio, 2011) have documented the socio-political, cultural, and economic impacts of the Brazilian diaspora on Paraguayan society. Authors like Vieira & Amado (2022) and Neupert (1991) attribute these phenomena to Brazilian immigrants’ concentration of land ownership, which fosters segregation and an unequal social hierarchy. Our study draws on two theoretical approaches: first, spatial imaginaries, which argues shared perceptions of place influence educational organizations and their policies (Mann & Dudek, 2024), and second, the role of language in negotiating cultural differences within diaspora communities (Canagarajah & Silberstein, 2012). The study examines cultural-linguistic interactions in the educational district for the Paraguayan city, focusing on the school environment and strategies educators use to navigate cultural tensions. Through semi-structured interviews with four principals, four teachers, and one educational supervisor from five schools (governmental, private, and mixed), the study aims to answer two main questions:

1. What tensions and opportunities do educators perceive in areas with misaligned political and cultural boundaries?

2. How do educators perceive school culture and climate in areas with misaligned political and cultural boundaries?

The research employs a case study approach, combining interviews, observations, and data artifact collection (Yin, 2009). Interviews are transcribed and inductively coded to identify key themes. Observations highlight sociolinguistic tensions among students speaking Portuguese in class, diverse teacher perspectives on multiculturalism based on their backgrounds, and varying resource availability across schools. Teachers adapt language use strategies according to students’ proficiency, especially in the lower grades.

The study captures the challenges of migration, language, and economic power. Despite physical integration among students, school leaders must develop strategies for broader social integration (Harder et al., 2018). The research underscores the need for multilingual education programs and professional training in multicultural education, highlighting the importance of inclusive language policies and targeted interventions. These challenges resonate globally, reflecting tensions associated with various migration patterns worldwide.

Authors

• Juan David Martinez Zayas, University of Kansas

• Bryan Mann, University of Kansas