ABSTRACT
This chapter reports on an ongoing study that draws on language socialisation, religious identities and faith literacies to investigate language and religion in a Brazilian complementary school in Europe. It examines how official documents guiding the teaching of Brazilian Portuguese as a Heritage Language address religious issues and how a group of teachers perceive these issues. More specifically, the curriculum guide produced by the Brazilian Foreign Ministry is analysed for its content on religion. Additionally, the opportunities and challenges of discussing religion as part of the curriculum are considered based on the perspective of a group of teachers in a Brazilian complementary school in Europe. This can enable a better understanding of the relationship between religion and language in the context of community/heritage language schools.
