Reflections on Language Education Policies in a Multilingual Context

Abstract

The aim, in this article, is to discuss partial data from a qualitative interpretive study in order to address the language and identity conflicts generated by language education policies adopted during the second teaching nationalization campaign in the Médio Vale do Itajaí region, Santa Catarina state. The research was conducted using narrative interviews with German-Brazilian individuals over 78 years old. The analyses, based on Education and Applied Linguistics studies, in dialogue with Cultural Studies, point to resistance movements of the German-Brazilian group facing the imposition of a single language and culture.