Bilingual Education in Brazil: Navigating Global and Local Dynamics

Educação Bilíngue no Brasil: Navegando entra Dinâmicas Globais e Locais

Autores/as

  • Dr. Antonieta Megale Universidade Federal de São Paulo
  • Dr. Fernanda Liberali Pontifícia Universidade Católica de São Paulo
  • Dr. Michele El Kadri Universidade Estadual de Londrina
  • Dr. Susan Clemesha Sphere International School

Palabras clave:

Bilingual education in Brazil, interculturality, Multilingualism, linguistic justice, Educação bilíngue no Brasil, interculturalidade, multilinguismo, heteroglossia, justiça linguístic

Resumen

El desarrollo histórico de Brasil ha estado marcado por un profundo impacto en las poblaciones indígenas y la sistemática eliminación de sus lenguas, lo que ha llevado a la pérdida gradual de estos tesoros lingüísticos. Irónicamente, a pesar de la imposición forzada del portugués como único idioma nacional, Brasil ahora promueve escuelas y programas bilingües que priorizan la enseñanza del inglés a través de una metodología basada en contenidos. Este escenario plantea la pregunta: ¿cómo se puede entender esta contradicción histórica? Este artículo tiene como objetivo explorar a fondo el panorama actual de la educación bilingüe en Brasil, basándose en la investigación de Megale (2019; 2020; 2021), Megale, Liberali y Vieira (2022), y Megale y El Kadri (2023), entre otros. El análisis evaluará críticamente las condiciones actuales, destacando los desafíos y oportunidades que enfrentan tanto educadores como estudiantes en los sectores educativo privado y público. Al examinar la interacción entre las perspectivas globales y las realidades locales en la educación bilingüe (Guilherme & Souza, 2019), el manuscrito busca contribuir a la discusión en curso sobre la preparación de los estudiantes para un mundo en rápida globalización. También explora estrategias para la educación intercultural (Maher, 2007; Candau, 2008; Walsh, 2009; Megale & El Kadri, 2023), enfatizando la importancia de fomentar una comprensión matizada de las dinámicas en evolución dentro de la educación bilingüe. Además, el artículo subraya la necesidad de abordar y mitigar la exacerbación de las desigualdades sociales, económicas y educativas perpetuadas por el orden neoliberal, que continúa afectando desproporcionadamente a las comunidades marginadas (Flores, 2013). Esta investigación académica destaca el papel crucial de la investigación y el desarrollo profesional continuo de los educadores en la navegación e influencia de las complejidades de la educación bilingüe en Brasil.

               

Biografía del autor/a

Dr. Antonieta Megale, Universidade Federal de São Paulo

Antonieta Megale holds a Ph.D. in Applied Linguistics from Universidade Estadual de Campinas (UNICAMP), including a research internship at Viadrina University in Germany. She also holds a master’s degree in applied Linguistics from Pontifícia Universidade Católica de São Paulo (PUC-SP), a degree in Pedagogy, and a degree in Social Communication. She completed her postdoctoral studies at PUC-SP, focusing on bilingual and multilingual education from a critical and decolonial perspective. She is a professor at the Federal University of São Paulo (UNIFESP) and the Academic Director of Maple Bear Brazil, a leading network of bilingual schools. She specializes in bilingual and multilingual education, teacher education, interculturality, translanguaging, and critical applied linguistics. Her work integrates academic research with educational practice, with a strong focus on linguistic justice, decolonial theory, and inclusive pedagogies. Megale is co-founder and co-director of the International and Comparative Bi-/multilingual Education Research Group (www.icberg.org).

Dr. Fernanda Liberali, Pontifícia Universidade Católica de São Paulo

Fernanda Liberali is a Livre Docente (a postdoctoral academic qualification in Brazil), professor, researcher, and teacher educator at the Pontifical Catholic University of São Paulo (PUC-SP). She works in the Department of Language Sciences and Philosophy and in the Graduate Programs in Applied Linguistics and Language Studies (LAEL), Education: Teacher Education, and Education: Curriculum (CED). She holds a BA in Language and Literature from the Federal University of Rio de Janeiro (UFRJ), and a master’s and PhD in Applied Linguistics from PUC-SP. She completed postdoctoral fellowships at the University of Helsinki, Freie Universität Berlin, and Rutgers University, and conducted senior research at the University of Notre Dame (USA). A CNPq research productivity fellow (level 1C), she coordinates the international project “Engaged Research with Vulnerabilized Communities in Brazil and Africa,” funded by CNPq. She leads the research group “Language in Activity” in the School Context and represents PUC-SP in the International Consortium of Catholic Universities for Ecological Sustainability. She is a member of international networks such as the Center for Research on Activity, Development and Learning (CRADLE), the Eastside Institute Associates, and the Global Network at the University of Leeds. She is former coordinator of the CED program and co-founder of the “Global Play Brigade.” She has supervised over 100 master’s dissertations, 25 doctoral theses, and 10 postdoctoral research projects. Currently, she also coordinates the “Brincadas Research and Outreach Project” and actively participates in international academic committees.

Dr. Michele El Kadri, Universidade Estadual de Londrina

Michele Salles El Kadri is an associate Professor, researcher and teacher educator at the Universidade Estadual de Londrina (UEL), Brazil. She works at the Foreign Language Department and teaches in graduate and undergraduate programs. She holds a BA in Languages, a master’s and Ph.D. in Language Studies from UEL. She completed a postdoctoral fellowship in Applied Linguistics at the Universidade Estadual de Campinas (UNICAMP) and one in Education at Universidade Federal do Espírito Santo (UFES). She is a CNPq Productivity Fellow and co-author of the didactic materials “Global Kids - Bilingual Portfolio” and "Bilingual Kids". Her research interests include bi/multilingual education, teacher education and English as a lingua franca. Salles El Kadri serves as a Co-Leadership Partner in the International and Comparative Bi-/Multilingual Education Research Group (www.icberg.org).

Dr. Susan Clemesha, Sphere International School

Susan Ann Rangel Clemesha holds a bachelor’s degree in social communication from the University of São Paulo (USP) and a master’s in applied Linguistics from the Pontifical Catholic University of São Paulo (PUC-SP). With over 20 years of experience in bilingual education, she leads the areas of curriculum development, teacher training, and educational resources at Sphere International Schools (Brazil). She is a member of the International Baccalaureate Educators Network (IBEN), serving as a Primary Years Programme (PYP) specialist in school evaluation visits across Brazil and the Americas. She is also a member of the research group Linguagem em Atividades no Contexto Escolar (LACE) at PUC-SP and teaches in continuing education and postgraduate programs focused on bilingual education.

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Publicado

2025-09-15

Cómo citar

Megale, D. A., Liberali, D. F., El Kadri, D. M., & Clemesha, D. S. (2025). Bilingual Education in Brazil: Navigating Global and Local Dynamics: Educação Bilíngue no Brasil: Navegando entra Dinâmicas Globais e Locais . Bilingual Review Revista Bilingüe , 37(2), 51–67. Recuperado a partir de https://bilingualreviewjournal.org/index.php/br/article/view/541

Número

Vol. 37 Núm. 2 (2025): Bi-/multilingual Education Around the World: Advances in the International and Comparative Dialogue

Sección

Research and Criticism / Investigaciones y Crítica