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 and language teaching: perspectives and challenges for the construction of embodied knowledge in the current political scene

This article looks at the recent Brazilian public educational policies and the attempt to naturalize the ideology of dominant groups that are opposed to the legitimization of the epistemological diversity of marginalized groups and/or opponents of their beliefs. Based on the Freirean approach and decolonial theories (CASTRO-GÓMEZ; GROSFOGUEL, 2007; LANDER, 2005; MIGNOLO, 2009; MORENO, 2005; […]

Learners’ voices about race/ethnicity at school: perceptions about didactic materials

This work aims to reflect on some issues surrounding the social identities of race /ethnicity in didactic materials (or teaching materials) of male and female students in two 8th grade classes in two schools in the city of Cascavel, Paraná. These reflections focus on interviews with students at the aforementioned schools. The theoretical framework used […]

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 […]

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.

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 […]

My experience: Working with heterogeneous classes through active methodologies

Guilherme Augusto dos Santos Póvoa, English language teacher of the technical course at the Federal Institute of Espírito Santo (Ifes), in Cachoeiro de Itapemirim.

My experience: Project-based learning in English classes

Ezequiel Gonçalves de Paula, elementary school II teacher in the municipal network of Varre-Sai (RJ), and elementary school II and high school in the state network of Minas Gerais, in the city of Eugenópolis

Humanistic futures of learning: Perspectives from UNESCO Chairs and UNITWIN Networks

UNESCO’s Futures of Education initiative is generating global engagement and debate on education, learning and knowledge to inspire the multiple possible futures of humanity and of the planet. Based on the assumption that the complex challenges of today’s world require innovative solutions beyond established sectoral approaches and disciplinary boundaries, the UNESCO Chairs and UNITWIN Networks […]

“Why Can I Learn English?”: a report of how school kids can appropriate from an additional language

Learning a second language is a daring yet very fulfilling task. However, it is a fact that children at that age are used to receiving inputs from games, TV shows, internet, etc; making it easier to work with both oral and listening skills in class. As pointed out by Bakhtin (1992) “all the diverse areas […]