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Translanguaging as Resilience: Trauma-Informed and Culturally Sustaining Education for Venezuelan Indigenous Refugee Students in Brazil's Public Schools

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Title: Translanguaging as Resilience: Trauma-Informed and Culturally Sustaining Education for Venezuelan Indigenous Refugee Students in Brazil's Public Schools
Language: English
Authors: Karina Oliveira de Paula (ORCID 0009-0005-2720-6759), Michelle Angelo-Rocha (ORCID 0000-0002-3504-9053), Maria Janerrandra (ORCID 0009-0007-8680-7591), Cátia Regina Guidio Alves de Oliveira (ORCID 0009-0000-2430-3573)
Source: International Electronic Journal of Elementary Education. 2026 18(2):203-222.
Availability: International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Peer Reviewed: Y
Page Count: 20
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Code Switching (Language), Resilience (Psychology), Trauma Informed Approach, Culturally Relevant Education, Refugees, Indigenous Populations, Public Schools, Poverty, Hunger, Trauma, Acculturation, Self Esteem, Classroom Environment, Language Usage, Social Justice, Rural Schools, Caring, Peer Influence, Mentors
Geographic Terms: Venezuela, Brazil
ISSN: 1307-9298
Abstract: This qualitative case study examines how Café Sem Troco, a rural public school near Brasília in Brazil's Central West region, supported Warao Indigenous refugee students from Venezuela through translanguaging and trauma-informed, culturally sustaining pedagogy. Data were collected in 2024 and 2025 through five in-depth interviews with teachers, the school leader, and a Warao community leader; analysis of participant-generated photographs and short videos; and extensive participant follow-up. Guided by a critical, qualitative, and community-based research approach, we used thematic analysis to interpret interviews and visual artifacts. Findings identify three areas: educator responses to forced displacement; the schooling effects of poverty, food insecurity, and nutritional trauma; and acculturation pressures shaping students' self-esteem. Educators built a multilingual, relational classroom where Warao, Spanish, Portuguese, and Brazilian Sign Language (Libras) coexisted. Translanguaging functioned as an emotional, cultural, and instructional foundation, as well as a social justice-based practice that affirmed students' and families' identities, reduced anxiety, and strengthened belonging. Daily practices such as community food gathering, oral storytelling, and collective care resisted assimilation and honored Warao epistemologies and funds of knowledge. This study advances scholarship on Indigenous education and educational responses to forced migration, trauma, and hunger. It provides recommendations for policies, practices, and processes in public education, and outlines directions for future research.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505408
Database: ERIC
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  Data: Translanguaging as Resilience: Trauma-Informed and Culturally Sustaining Education for Venezuelan Indigenous Refugee Students in Brazil's Public Schools
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  Data: <searchLink fieldCode="AR" term="%22Karina+Oliveira+de+Paula%22">Karina Oliveira de Paula</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-2720-6759">0009-0005-2720-6759</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michelle+Angelo-Rocha%22">Michelle Angelo-Rocha</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3504-9053">0000-0002-3504-9053</externalLink>)<br /><searchLink fieldCode="AR" term="%22Maria+Janerrandra%22">Maria Janerrandra</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-8680-7591">0009-0007-8680-7591</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cátia+Regina+Guidio+Alves+de+Oliveira%22">Cátia Regina Guidio Alves de Oliveira</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-2430-3573">0009-0000-2430-3573</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Electronic+Journal+of+Elementary+Education%22"><i>International Electronic Journal of Elementary Education</i></searchLink>. 2026 18(2):203-222.
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  Data: International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
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  Data: 20
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Code+Switching+%28Language%29%22">Code Switching (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Trauma+Informed+Approach%22">Trauma Informed Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Refugees%22">Refugees</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+Populations%22">Indigenous Populations</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Poverty%22">Poverty</searchLink><br /><searchLink fieldCode="DE" term="%22Hunger%22">Hunger</searchLink><br /><searchLink fieldCode="DE" term="%22Trauma%22">Trauma</searchLink><br /><searchLink fieldCode="DE" term="%22Acculturation%22">Acculturation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Schools%22">Rural Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Caring%22">Caring</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Influence%22">Peer Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Venezuela%22">Venezuela</searchLink><br /><searchLink fieldCode="DE" term="%22Brazil%22">Brazil</searchLink>
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  Data: 1307-9298
– Name: Abstract
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  Data: This qualitative case study examines how Café Sem Troco, a rural public school near Brasília in Brazil's Central West region, supported Warao Indigenous refugee students from Venezuela through translanguaging and trauma-informed, culturally sustaining pedagogy. Data were collected in 2024 and 2025 through five in-depth interviews with teachers, the school leader, and a Warao community leader; analysis of participant-generated photographs and short videos; and extensive participant follow-up. Guided by a critical, qualitative, and community-based research approach, we used thematic analysis to interpret interviews and visual artifacts. Findings identify three areas: educator responses to forced displacement; the schooling effects of poverty, food insecurity, and nutritional trauma; and acculturation pressures shaping students' self-esteem. Educators built a multilingual, relational classroom where Warao, Spanish, Portuguese, and Brazilian Sign Language (Libras) coexisted. Translanguaging functioned as an emotional, cultural, and instructional foundation, as well as a social justice-based practice that affirmed students' and families' identities, reduced anxiety, and strengthened belonging. Daily practices such as community food gathering, oral storytelling, and collective care resisted assimilation and honored Warao epistemologies and funds of knowledge. This study advances scholarship on Indigenous education and educational responses to forced migration, trauma, and hunger. It provides recommendations for policies, practices, and processes in public education, and outlines directions for future research.
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  Data: EJ1505408
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    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 20
        StartPage: 203
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Code Switching (Language)
        Type: general
      – SubjectFull: Resilience (Psychology)
        Type: general
      – SubjectFull: Trauma Informed Approach
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: Refugees
        Type: general
      – SubjectFull: Indigenous Populations
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Poverty
        Type: general
      – SubjectFull: Hunger
        Type: general
      – SubjectFull: Trauma
        Type: general
      – SubjectFull: Acculturation
        Type: general
      – SubjectFull: Self Esteem
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Social Justice
        Type: general
      – SubjectFull: Rural Schools
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      – SubjectFull: Caring
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      – SubjectFull: Peer Influence
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      – SubjectFull: Mentors
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      – SubjectFull: Venezuela
        Type: general
      – SubjectFull: Brazil
        Type: general
    Titles:
      – TitleFull: Translanguaging as Resilience: Trauma-Informed and Culturally Sustaining Education for Venezuelan Indigenous Refugee Students in Brazil's Public Schools
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