Reflexões sobre culturas, línguas e educação

This work is part of an ongoing doctoral research investigation into how the educational project is constituted in a peasant and multilingual territory. Based on the concept of dialogicity, grounded in the studies of Bakhtin (2010) and Freire (2013), the research aims to analyze whether and how the cultures and languages of students in a peasant context are manifested in school time and space. We compared the concepts of culture and interculturality from Forquin (1993) and Candau (2002) with studies on linguistic rights, bilingualism, plurilingualism, and linguistic contact by Altenhofen (2004) and Savedra (2021). Furthermore, in Gramsci (2004) and Semeraro (2006), we found support for understanding the teacher's role as an organic intellectual capable of problematizing and establishing a dialogic relationship between the cultural context of the community and the knowledge established by educational legislation. We believe that the cultures and languages present in the communities pose challenges in the process of formal education and possess the power to drive the construction of an educational project that takes into account the peasant and multilingual territory.