LANGUAGE AS A SOCIAL PRACTICE

IMPLICATIONS FOR IDENTITY CONSTRUCTION AND INCLUSION PROCESSES IN THE EDUCATIONAL CONTEXT

Abstract

This study aims to analyze the relationship between language, identity, and inclusion in the educational context, understanding language as a social practice that influences identity construction and processes of inclusion and/or exclusion in the school environment. This is a qualitative, bibliographic study, based on an interdisciplinary approach grounded in sociolinguistics, discourse studies, and critical theories of education. The analysis examines how language use can both reinforce inequalities and promote recognition and belonging, since the valorization of the standard language norm may contribute to the marginalization of individuals, while inclusive pedagogical practices foster the recognition of linguistic and cultural diversity. It is concluded that language not only reflects identities but also produces them, playing a fundamental role in processes of social belonging. Furthermore, the promotion of inclusion depends on the recognition and valorization of different forms of linguistic expression, requiring the adoption of dialogical and critical pedagogical practices oriented toward diversity.