Gender and Social Inclusion

Skills for Prosperity has a global strategy focused on gender and social inclusion in an active effort to ensure that activities carried out under the programme promote equity, are accessible to groups at a greater disadvantage and do not reproduce inequalities and stereotypes.

The premise of inclusion permeates the programme’s actions from start to finish — from its conception and construction to the reach of disadvantaged groups. In Brazil, Skills for Prosperity is based on inclusive approaches to teacher training, production of didactic material, development of online platforms, and for all other actions, which are sensitive to the diversity of students and teachers in relation to race, colour, gender, conditions for access to school and online media.

The focus on social, gender, and race issues is essential to face the challenge of inclusion and representativeness in English Language Teaching in the country. To get an idea, according to the Inep School Census (Censo Escolar do Inep, 2017), of the more than 62 thousand teachers of English in public schools in Brazil, about 80% are women. But less than 30% declare themselves black — a proportion that rises to 55.4% when considering Brazilian society in general, according to the IBGE’s Continuous National Household Sample Survey (Pesquisa Nacional por Amostra de Domicílios — Pnad).

The programme’s outputs in Brazil are aimed at teachers and students from public education systems, but always with a special eye on girls, women, and black communities. As a result, it is expected to improve the quality of English language learning in the country through curriculum projects, teaching materials, and educational practises that reach disadvantaged groups and incorporate inclusive approaches.

You may want to read more about Gender and Social Inclusion


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Racism in English Language Teaching: Autobiographical Narratives of Black English Language Teachers in Brazil

A hundred thirty years after the abolition of slavery and post-slave trade in Brazil, Black people remain the minority amongst teachers in English courses of private and public schools. This situation is tagged in their professional situation insofar as an aftermath of racism and coloniality are concerned, as I shall argue here. In this study, […]

Bilingualism in Autism Spectrum Disorder: Finding Meaning in Translation

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