ABSTRACT
In the process of building teachers´ professional identity, social and professional practices play an important role. Those practices are, however, affected by the context in which they are immersed. For the aim of this paper, we locate our research on the cross-border region Brazil-Peru-Bolivia to analyse teachers´ professional profile. The purpose of our analysis is to identify elements of plurilingual competence in their professional profile. It will allow us to reflect on the potentialities offered by a cross-border context in the process of building a professional identity of teachers from the perspective of plurilingual education. We locate our research in the field of Didactic of Language and Literature to address key concepts related to plurilingual education. We have identified that teachers are aware of the potentiality of the context and they develop pedagogical practices that contribute to the development of plurilingual competence.
Professional identity; Cross-border contexts; Language teacher; Plurilingual education