EARLY CHILDHOOD EDUCATION ON THE BRAZIL-BOLIVIA BORDER: CHALLENGES AND POSSIBILITIES IN BUILDING A BILINGUAL AND INTERCULTURAL EDUCATION

Abstract

Early childhood education plays a vital role in the social, emotional, and cognitive development of children, especially in border regions where cultural and linguistic diversity presents unique challenges and opportunities. This article investigates early childhood education on the Brazil-Bolivia border, analyzing pedagogical practices, the difficulties faced by educators and students, and the possibilities for building a bilingual and intercultural education. Bolivian children entering the Brazilian educational system face linguistic and cultural barriers that directly impact their learning. The importance of dialogical education is emphasized to promote inclusion and respect for diversity. It is argued that comprehensive education should consider the social and cultural aspects of the child, especially in border contexts. The results indicate that, despite advances in curriculum adaptation and bilingual education initiatives, challenges remain in teacher training, school infrastructure, and social inclusion.