Narrativas educacionais em perspectiva: línguas e culturas no contexto escolar de fronteira

Abstract

In the border Brazil-Paraguay-Argentina we notice social complexity and identity conflicts that persist in pointing to the question: "who am I?". In the brazilian school environment, the increasing immersion students Paraguayans who cross every day physical boundaries to study in Brazilian schools are rising with the hope of having a better future, but with insecurity and fear of not achieving academic success by some "cultural obstacles" such as language, for example. This is how social identities will be contradicting and fragmenting. We aim, in this paper, discuss and investigate how identities are constructed of these students in the school boundary and what representations they have about the sociocultural and linguistic diversity of the region they live in and of themselves. Thus, we performed through interdisciplinary research, unstructured interviews with students from the school context border. The research in question is ethnographic and based on the theoretical perspectives of Critical Applied Linguistics, Anthropological Studies, Critical Discourse Theory and Cultural Studies.