Dissonances of the legislation on foreign language teacher’s work in Brazilian basic education

Authors

DOI:

https://doi.org/10.5007/1984-8412.2017v14n1p1667

Abstract

http://dx.doi.org/10.5007/1984-8412.2017v14n1p1667

This paper aims to analyze the government policies on the teaching modern foreign languages in Brazilian schools, as expressed in official documents - the National Curriculum Parameters (PCN - Elementary Education, PCN - Secondary Education and PCN+). By making use of documentary analysis as a methodological procedure, we collated the corpus, taking into account theoretical considerations by researchers in Applied Linguistics addressing language policies. The results achieved allow us to raise problems concerning different issues, among which we highlight the following: (i) difficulties are created by a legislation that jeopardizes foreign language teaching in Brazilian schools; (ii) some interventions of researchers in the area seem to corroborate the precarious conditions of such modality of work; (iii) a problematic conception of reading is present in the documents analyzed.

Author Biography

Décio Rocha, Universidade do Estado do Rio de Janeiro - UERJ

Membro do Departamento de Estudos da Linguagem do Instituto de Letras da Universidade do Estado do Rio de Janeiro - UERJ, atuando em Linguística Aplicada e Análise do Discurso.

Downloads

Published

2017-03-01

Issue

Vol. 14 No. 1 (2017)

Section

Article

License

Rights including those in copyright in the content of the published works are owned by Revista Forum Linguistico. Complete or parcial reprint should be authorized by the Editorial Board of the Journal.  In case of authorization, the source of the original publication must be stated.