LINGUISTIC AND CULTURAL DIVERSITY IN EARLY CHILDHOOD EDUCATION: THE ROLE OF PLAC IN INCLUSIVE CARE FOR MIGRANT CHILDREN

Abstract

This study investigates the role of teaching Portuguese as a Welcoming Language (PLAc) in the inclusion of migrant children in Early Childhood Education, considering the challenges imposed by contemporary migrations and the growing linguistic and cultural diversity in Brazilian schools. It is justified by the need for pedagogical practices that respect the linguistic identity of children and favor their integral development from the first school years. The main objective is to analyze how PLAc can contribute to the welcoming and integration of these children in the educational context, promoting belonging, emotional security and active participation. Based on authors such as Costa & Martins (2023), Gonçalves & Silva (2021), Moro (2015), Pereira (2024) and Tonhati, Herreira & Cavalcanti (2024), the study adopts a qualitative approach based on a bibliographic review and analysis of pedagogical experiences. The research shows that PLAc is not just a linguistic resource, but an instrument of social justice, by recognizing multilingualism as a right and cultural diversity as an educational potential. It also highlights the need for ongoing teacher training, production of intercultural materials and coordination with migrant families. It is expected that the implementation of PLAc in Early Childhood Education will strengthen the role of the school as a space for inclusion and intercultural dialogue, contributing to a more equitable education, sensitive to differences and committed to building a plural society.