ABSTRACT
Located in the area of Applied Linguistics, I aim to reflect on the expanded linguistic formation of the teacher to work in the multilingual and multicultural frontier school context. As most citizens spend a considerable time of their lives at school, I consider that the teacher has an important role in the education of the surroundings, in the sense of contributing to the construction of sociability for a more human life, more delicate with the Other and based on affection. The theoretical and methodological contributions are anchored in the ethnography of language, which advocates the understanding of ethnographic data as a result of inter-knowledge built in dialogues with the interlocutors. The results of these reflections highlighted the importance of a political position on the part of the teacher for the understanding of students’ translingual practices and their cultural meanings. Thus, it becomes possible to understand differences not as threats, but as creativity and wealth, in the search for sustaining the empowerment, resistance and emancipation of subjects, especially those who are part of minority groups, in a border context.
Keywords:
teacher education; translanguages; plural cultures.