LANGUAGE AS HOSPITALITY: LINGUISTIC REPERTOIRES AND MIGRANT SCHOOLING IN THE SANTA CATARINA STATE SYSTEM
DOI:
https://doi.org/10.48075/rbabww07Keywords:
Migrants; translanguaging; linguistic mediation; linguistic hospitality; intercultural education.Abstract
The article aims to discuss the inclusion of migrant and refugee students in the state public education system of Santa Catarina between 2020 and 2025. The research, qualitative in nature and based on documentary analysis, problematizes school practices marked by monolingualism and assimilationist logics, which result in the silencing of learners' plurilingual repertoires. As its theoretical framework, the study articulates the concepts of translanguaging, linguistic mediation, pedagogical translation, and linguistic hospitality, in dialogue with thinkers such as Cassin (2018, 2022), Diagne (2025), and Derrida (1998). The results reveal structural weaknesses in the Migrant and Refugee Reception Program and the lack of integration of these actions into schools’ Political-Pedagogical Projects, in addition to socioeconomic factors and the need to reconcile study and work, which compromise these subjects’ permanence in school. It is concluded that the consolidation of inclusive education requires overcoming monolingual perspectives and adopting an ethics of linguistic hospitality, legitimizing languages of origin as valid resources for the production of knowledge and belonging.
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Copyright (c) 2026 Fernanda Kich da Costa, Priscilla Gonçalves Iracema Eger Teixeira, Juliana Cristina Faggion Bergmann
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