English language teaching : barriers to definitive curricular inclusion in early childhood education and elementary school first stage

Abstract

This paper addresses the barriers to the English language provision, teaching and learning in the first stages of Basic Education - from preschool to the first stage of Ele-mentary school - from the historical context of foreign language teaching in Brazil through regulations which focus and have focused on the homeland education system. Considering the structure and the historical course reveals the gradual loss of relevance of foreign language teaching in the first stage of Elementary school, also reveals the existence of a systematic thematic decentralization for which there is little regulation. Foreign languages do not offi-cially integrate the curriculum of Early Childhood Education, which endows severe future limitations for these students. While the strength of this teaching in private schools is recog-nized, it is sought to understand that the provision of discipline in the first stage of Elemen-tary school not to be obligatory is the primary reason for the government not to offer it. In contrast, given the relevance of English in the globalized world, there are already some initia-tives to implement English teaching in the early grades of public schools in Brazil, something irregular and without legal support, making learning fragmented and, therefore, little mitigates social inequalities, according to studies. Thus, the Anglo-Saxon language faces a delimiting system, but which, when overcome, would enable cultural exchange in the classroom. In addi-tion, aspects such as the ideal age, the advantages of teaching English in early childhood, vygotskian pedagogy (SHCT) as an assertive prism in the teaching of languages for infants will be addressed, as well as, in short, to analyze the factors that make this language so rele-vant in modern society and the reasons why difficulties and barriers prevail for teachers and students.