{"id":803,"date":"2025-04-16T15:19:18","date_gmt":"2025-04-16T15:19:18","guid":{"rendered":"https:\/\/coloquiofronteiras.web.ua.pt\/?page_id=803"},"modified":"2025-06-06T16:15:34","modified_gmt":"2025-06-06T16:15:34","slug":"presentation","status":"publish","type":"page","link":"https:\/\/coloquiofronteiras.web.ua.pt\/?page_id=803&lang=en","title":{"rendered":"Presentation"},"content":{"rendered":"\n
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Presentation<\/h2>\n\n\n\n
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The University of Aveiro (UA) invites researchers, teacher education, educators, and other interested parties to submit papers for the International Colloquium on Plurilingualism and Interculturality in Border Regions \u2013 Challenges and Perspectives for Teaching and Teacher Education<\/strong>, to be held on November 06 and 07, 2025<\/strong>.<\/p>\n<\/div>\n<\/div>\n\n\n\n

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This event aims to deepen the understanding of the complex realities of border regions and the specific challenges they pose for education. It will foster reflections and discussions on teaching, learning, and teacher education in border contexts, emphasizing the impact of linguistic and cultural interactions, pedagogical practices, and language policies that promote plurilingualism and interculturality.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

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Border regions offer a unique context for analyzing issues related to language, citizenship, otherness, teacher cognition, and pedagogical practice. Geographic contiguity between countries does not ensure close relationships with the language and culture of the other. Studies such as those by Putsche and Faucompr\u00e9 (2016), for instance, in the context of the France-Germany border, demonstrate that social and cultural representations built throughout the school trajectory directly influence the teaching and learning of neighboring languages, highlighting the importance of teacher training that addresses the complexity of linguistic and cultural identities in border areas.<\/p>\n\n\n\n

Similarly, recent research by Goenechea, Mach\u00edn \u00c1lvarez, and Belkat (2024) and Gallego-Noche et al. (2023) explores the perceptions of young residents in the border regions between Spain and Morocco, particularly in the Strait of Gibraltar. These studies analyze cultural identities, the experience of multiculturalism, and the dynamics of opportunities and tensions experienced in these spaces.<\/p>\n\n\n\n

Still within the European border context, research conducted between Portugal and Spain, such as that by Louren\u00e7o-Sim\u00f5es, Ara\u00fajo e S\u00e1, and Matesanz (2024a and 2024b), Ulh\u00f4a and Ara\u00fajo e S\u00e1 (2024a and 2024b), Matesanz del Barrio, Ferreira Martins, and Ara\u00fajo e S\u00e1 (2023), and Castro and Schwambach (2023), critically document and analyze the outcomes of the Bilingual and Intercultural Border Schools Project (PEBIF) between Portugal and Spain, arguing for the relevance of cross-border cooperation in articulating distinct educational systems and building networks for sharing experiences, focusing on the continuous training of teachers.<\/p>\n\n\n\n

Pevec Semec (2018) examines a cross-border teacher mobility project in the tri-border area of Slovenia, Austria, and Italy, documenting the impact of multilingual and intercultural practices on professional teacher development.<\/p>\n\n\n\n

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In the Americas, the MERCOSUR Bilingual Intercultural Border Schools Project (PEIBF, 2005\u20132016) is discussed by Oliveira and Morello (2019), who underline the political and sociocultural conditions shaping the program, including linguistic asymmetries between Brazilian and Spanish-speaking populations. Other studies, such as those by Santos (2017), Diniz-Pereira and Tallei (2021), Sturza (2019), Guimar\u00e3es et al (2024) and Ferreira Martins (2022), explore sociolinguistic and cultural dynamics in Brazilian borderlands, addressing linguistic use, teaching practices, and language attitudes. In the Mexico-USA border context, Herrera-Rocha and De la Piedra (2019) reveal how transitional bilingual programs often result in linguistic assimilation to English and the abandonment of heritage languages.<\/p>\n\n\n\n

These studies converge on the necessity of collaboratively building knowledge about the structures and characteristics of cross-border relationships, focusing on education and teacher training. Borders are not merely geopolitical dividers but are historical, political, symbolic, and cultural constructs shaping the practices and experiences of their inhabitants (Anzald\u00faa, 2012). They represent “spaces of symbolic negotiation, cultural exchanges, and transgressions” (Francis, 2017, p. 108).<\/p>\n\n\n\n

The border phenomena, therefore, raise various conceptual and practical questions for educators, trainers, and researchers. These stem from language contact and competition, as well as the value of collaboration and cooperation among regions, their actors, and institutions. By connecting border experiences across different latitudes, this Colloquium seeks to create a dialogue to discuss contemporary challenges in these spaces, incorporating the development of interculturality and plurilingualism.<\/p>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

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Thematic Areas<\/h2>\n\n\n\n