English teaching in Brazil gains support with the launch of technical and pedagogical references
Documents produced by Instituto Reúna are part of the Skills for Prosperity program
Scope & Sequence: final years of Elementary School – English language
The Scope & Sequence describes and organizes the learning objectives, skills and knowledge to be addressed in the final years of Elementary School and in High School, as indicated by the Common National Curricular Base (BNCC), demonstrating equivalences with the Common European Framework of Reference (CEFR) descriptors. It also presents a suggestion for a logical sequence and progression development within the same year, in the case of the final years of Elementary School, and within the [...]
BNCC Version 3: Six aspects for revision
This publication, produced in accordance with an invitation by the National Education Council (CNE) and aimed at shedding light at future policy making initiatives and the practice of educators in the field of English Language Teaching (ELT), has been prepared by the British Council and offers a critical analysis of Version 3 of the Common […]
Public policies for English teaching: an overview of Brazilian public network experience
Public policies for English teaching: an overview of Brazilian public network experience is the result of a diagnosis carried out by Move Social exclusively for the British Council. The publication is the first comprehensive study of how Brazilian states are creating baselines for compulsory English teaching and learning, investigating aspects such as level of structure and […]
How important is large-scale assessment for English teaching?
Brazil still has no assessment of this kind for English language teaching. Understand and get to know the important issues involved.
Immigrant children in public school: Perceptions of teachers
This article presents a qualitative study on the perceptions of teachers about immigrant or refugee children in public schools. It is based on the critical perspective of intercultural education and in the historical-cultural concept. Interviews were conducted between 2018 and 2019 with ten teachers of the first five years in a municipal elementary school in […]
Culturally Responsive Pedagogy Towards Equity and Inclusivity in Ontario Schools
Ontario’s Equity and Inclusive Education Strategy (2009) provides a framework for building an inclusive education system. The strategy identifies ways to remove discriminatory biases and barriers to student achievement and well-being that relate to ethnicity and race, faith, family structure and socio-economic status as well as to sexual orientation, ability and mental health. To support […]
Frankly speaking: reading the concept of “English as a lingua franca” within the National Common Core Curriculum in light of bakhtinian thought
This paper aims at analysing the concept of English as a Lingua Franca (ELF) which underlies the English language guidelines in the National Common Core Curriculum – Elementary Schools (BNCC). It starts with the presentation of the main definitions of such polemic and multivocal concept, with an emphasis on its first theorizations dated from the […]