Abstract

Education, language, and society are interconnected fields that shape human development and social relations. This article aims to analyze how educational practices, mediated by language, contribute to the construction of identities, critical thinking, and social participation. The study adopts qualitative bibliographic methodology, based on interdisciplinary research from Education, Sociology, and Applied Linguistics. The results highlight three dimensions: (i) language as a structuring element of social relations, (ii) education as a space for inclusion and democratization of knowledge, and (iii) the challenges posed by contemporary contexts marked by inequalities, digital platforms, and new forms of literacy. It is concluded that the articulation between education, language, and society demands pedagogical strategies that foster autonomy, dialogue, and citizenship.

Keywords

education, language, society, critical thinking, citizenship