Language, identity, and the “brasileirinhos”

an ethnography of Portuguese as a heritage language in Catalonia

Abstract

This article presents the linguistic, cultural, and social experiences of Brazilian children In a migratory context In Catalonia, based on the teaching practices of Portuguese as a Heritage Language (PLH) developed by the Association of Parents of Brasileirinhos of Catalonia (APBC) In Barcelona. From a methodological standpoint, the research was based on the collection of data on Brazilian immigration and language policies regarding Portuguese In migratory contexts; on bibliographic, documentary, and field research on the teaching of Portuguese as a heritage language; and on ethnographic fieldwork with immigrant associations that carry out projects to teach Portuguese as a heritage language In Catalonia. The article argues that these associations function as important spaces of sociability and cultural transmission for children growing up In multilingual contexts, In which Portuguese operates not only as a means of communication but also as a mediator of affective ties, family memories, and symbolic references of Brazil. The pedagogical activities observed mobilize cultural elements such as songs, games, children’s literature, festive celebrations, and gastronomy, articulating parents’ personal memories with collective representations of Brazilian identity. The study also highlights the central role of mothers In organizing these Initiatives and maintaining transnational networks that connect the country of origin with the host society. The findings suggest that teaching PLH goes beyond linguistic Instruction, constituting a social practice that strengthens identities, sociability, and senses of belonging among Brazilian families living abroad.

Submission: Mar 18, 2026 ⊶ Accepted: May 10, 2026