Between integration into Brazilian society and the maintenance of Chinese language and culture: schooling experiences of Chinese-origin children in Brazil
DOI:
https://doi.org/10.62059/c88kag58Keywords:
Chinese immigration, Schooling of immigrant children, Language policy, Chinese languageAbstract
In recent years, the strengthening of economic relations between China and Brazil has increased the significance of Chinese immigration and brought the schooling of immigrant children into greater focus. This article examines three experiences of schooling children of Chinese origin in Brazil that sought to reconcile integration into Brazilian society with the maintenance of Chinese language and culture. Drawing on Language Policy Studies that emphasize the role of social actors and local dynamics in the construction of language policies, we investigate how different actors participated in implementing these initiatives and how their educational projects were negotiated and adapted to local conditions. The research adopts a qualitative approach based on the analysis of books and edited volumes on Chinese immigration to Brazil, academic studies published in Portuguese and Chinese, institutional documents, and news reports from Brazilian and Chinese media. The analysis also incorporates the author’s professional experience at the International Chinese School in Rio de Janeiro during the 2025 academic year. The findings show that, although integration into Brazilian society and proficiency in Portuguese remain priorities for many immigrant families, learning Standard Chinese has become increasingly important both for maintaining linguistic and cultural ties and as a resource for expanding the educational and professional opportunities of younger generations. The study also identifies the growing involvement of the Chinese state in diaspora education, which has evolved from supporting community-based initiatives to formulating policies aimed at promoting the Chinese language abroad.
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