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
Racism in English Language Teaching: Autobiographical Narratives of Black English
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
Over the past 2 years, we have conducted a large number of clinical research evaluations in bilingual and immigrant families raising children with autism spectrum disorder (ASD). Through this work, it has become clear to us that caregivers are often left, many times at a high emotional cost, with the difficult task of deciding if […]
Social identities of race and english teacher education development
This paper is a part of a larger piece of research, which is ongoing. That research is being accomplished with the participation and collaboration of two English language teachers at a public school in the state of Paraná. This specific paper aims to reflect about some perceptions of these English Language teachers about social identities […]
Learners’ voices about race/ethnicity at school: perceptions about didactic materials
This work aims to reflect on some issues surrounding the social identities of race /ethnicity in didactic materials (or teaching materials) of male and female students in two 8th grade classes in two schools in the city of Cascavel, Paraná. These reflections focus on interviews with students at the aforementioned schools. The theoretical framework used […]