DEVELOPMENT OF ENGLISH LANGUAGE SKILLS FOR EDUCATIONAL AND PROFESSIONAL INCLUSION

Abstract

This article presents an experience report from the PIBIC Júnior project "Development of English Language Competencies for Educational and Professional Inclusion," developed in a rural school in the state of Alagoas. The proposal arises from the need to expand access to English language teaching in vulnerable contexts, considering its strategic role in the educational, social, and professional inclusion of students. The objective of the study was to develop English language competencies, encompassing the four skills—listening, speaking, reading, and writing—through contextualized and inclusive pedagogical practices. The methodology adopted is characterized as qualitative, descriptive in nature, based on an experience report, using active methodologies such as project-based learning, flipped classroom, gamification, and collaborative learning, in addition to the production of teaching materials and the holding of pedagogical workshops. The results show greater engagement, motivation, student leadership, and development of linguistic skills, demonstrating that innovative and contextualized pedagogical practices can significantly contribute to educational inclusion and the expansion of academic and professional opportunities for students in rural schools.