Language adequacy as an inclusion instrument in youth and adult education

• Autor(a) principal: Borba, Vinícius Silveira
• Data de Publicação: 2020
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/9227
• topic: Youth and Adult Education; Teaching Methodologies; Linguistics.; Educación de Jóvenes y Adultos; Metodologías de enseñanza; Lingüística.; Educação de Jovens e Adultos; Metodologias de ensino; Linguística.

This study aims to contribute to the discussions involving young people and adults’ education, carried out with courses linked to the National Program for the Integration of Professional Education with Basic Education, in the Youth and Adult Program (PROEJA). This paper is an experience report that describes procedures and referrals that have contributed in a relevant way to the theme of inclusion of adults in the school space, based on linguistic knowledge. In the current scenario of society, the teacher gains visibility again, attributing to this professional not only the responsibility for promoting learning, but also the role of one of the main protagonists of the changes expected by society today. In this sense, the report presents the case study of the Integrated Technical Class in Civil Construction Design offered by IFSul - Campus Charqueadas, where in an inductive method, the data collected through observations, consultations in academic productions and evaluations of didactic procedures were analyzed. Relationships were established between the conclusions obtained and the statements made by educational theorists. Regarding linguistic learning, it was observed that the discrepancy between the language used by the speakers and listeners in the classroom interferes with the understanding of the content, impairing not only learning, but also and the student's sense of belonging in the academic space.