The use of data in education provides knowledge about the reality of teaching and allows planning actions

Students performance and presence in class are some of the information that can be collected; crossing and monitoring indicators and setting goals are essential in the process

Decoloniality at school, from the perspective of school leaders

English language teacher, who worked in teacher training, and library manager, who gave a new role to the library space, share their experiences

Decolonial approach brings a critical look at the teaching of the English language

By giving space and voice to productions from countries considered peripheral, students learn to value this knowledge, understand the wider meaning of studying a foreign language and bridge the gap between global debates and their local realities

Projects methodology favours the authentic use of language and empowers students

In the different stages of work and interaction with colleagues, students practise listening, reading, writing, and speaking skills in a natural and meaningful way.

Limited learning and impaired oral skills are some of the impacts of the pandemic on English teaching

Lack of internet connection and devices have prevented many students from attending online classes. Public schools have adopted different strategies to reach these students, such as the distribution of printed material and broadcasts via open TV.

Use of technological resources in language teaching is expected to grow in the post-pandemic

Digital tools can enhance learning, but it is necessary to engage students so that they have effective participation. Public policies must act to ensure universal access to the internet and the inclusion of all students.

Use of active methodologies places the student as the protagonist of the teaching and learning process

In language teaching, these approaches allow the development of skills and gains in working with students who have different levels of knowledge