Navegando por Autor "Santos , Vanderson Guilherme de Lima"

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    Linguagem, poder e educação: discussões da sociolinguística sobre o ensino de língua portuguesa na EJA em Alagoas
    (2025-10-21) Santos , Vanderson Guilherme de Lima; Maia, Willianice Soares; https://lattes.cnpq.br/0338504323994119; Silva, Eronilma Barbosa da; https://lattes.cnpq.br/1899340692310050; Araújo, Claudionor da Silva; https://lattes.cnpq.br/6155010171957004; Palmeira, Hudson Kleber; https://lattes.cnpq.br/4371625213976633
    This study analyses the factors that intensify the difficulties faced by students in Youth and Adult Education (EJA) in acquiring the Portuguese language within their social practices, also considering the power dynamics that permeate these interactions. A qualitative approach was adopted, as this type of investigation offers the flexibility required to explore the complexity of the themes addressed and allows for adaptations to variations that may occur throughout the research process. Such a methodology aligns with a sociolinguistic perspective, enabling a deeper understanding of the power relations that shape language use within the educational context under analysis.This article aims to discuss the relationship between language and power in the context of Youth and Adult Education (EJA), in light of sociolinguistic studies that recognise and value the linguistic plurality of speakers. It seeks to demonstrate how these manifestations impact the socio-educational experiences of learners. Initially, a reflection is presented on the relationship between language and power in the context of EJA in Brazil and in the state of Alagoas, exploring its historical and social relevance based on the theoretical framework proposed by Rummert and Ventura (2007), Da Silva (2022), UNESCO (2008), Brazil (1996), and Freire (2022).Subsequently, drawing on the discussions of Bourdieu (2005), Foucault (2018), Libâneo (2013), Bortoni-Ricardo (2005), Falabella (2020), and Antunes (2007), an approach is presented that values the linguistic plurality of EJA students, recognising their diverse histories and social contexts as central elements in the construction of a critical and emancipatory education.