LANGUAGE POLICY, IDENTITY, AND INCLUSIVE EDUCATION: INTERCULTURAL PERSPECTIVES IN TEACHING HAITIAN IMMIGRANTS IN PORTO VELHO

Abstract

This article aims to analyze the construction of linguistic identity of Haitian immigrant subjects within the university context at the Federal University of Rondônia – José Ribeiro Filho Campus, with a focus on inclusive education and interculturality. The research employs a bibliographic review methodology, based on the works of Rajagopalan (2003), Hall (2006), Guilherme (2012), Scheyerl (2012), and Candau (2018), for a qualitative analysis of the involved dynamics. The study seeks to understand how the linguistic identity of Haitian immigrants is shaped and experienced within the academic environment, and how the university's Language Policy can influence this process. The research highlights the need for an educational approach that not only recognizes but also values the linguistic and cultural diversity of students, fostering an education that is inclusive and respectful of multiple identities.The findings emphasize the importance of teaching materials in deconstructing homogenizing and colonizing practices. It is crucial that these materials are developed from a dialogical and intercultural conception of language, promoting learning that considers the various realities and contexts of students. Including an intercultural perspective in teaching materials and pedagogical practice is essential to ensure that higher education becomes a space for mutual enrichment and deep learning. The conclusion underscores the critical role of educators in the effective implementation of an inclusive and intercultural Language Policy. Although UNIR has formalized a Language Policy, it is necessary for this policy to go beyond mere recognition of differences and evolve into a concrete pedagogical proposal that values and utilizes the linguistic and cultural diversity of students as an educational asset. An educational approach that considers different subjects and social contexts can foster a more humane and inclusive teaching environment, enhancing integration and learning for all.