Alfabetização de crianças estrangeiras colombianas e Peruanas em salas de aula brasileira: experiências de ensino da tríplice fronteira amazônica

Abstract

This research investigates the literacy development of Colombian and Peruvian children at a municipal school in Tabatinga (Amazonas), located in the Amazonian Triple Frontier region. The objective is to understand the challenges faced by teachers and the strategies they employ in the face of the territory's plurilingualism and cultural diversity. The study employs a qualitative, descriptive methodology, utilizing participant observation, field journals, interviews, and diagnostic assessments. The theoretical framework draws upon the contributions of Ferreiro (2017), Soares (2017), Freire (1987; 1989; 1996), Damke (2008), Cavalcanti (1999), Viana (2019), and Queiroz (2022). The results indicate that, although the teacher employs individual mediation and uses Spanish as a linguistic bridge, the school still lacks structured approaches that acknowledge the plurality of the border region and move beyond the myth of monolingualism.