Banca de DEFESA: JÚNIOR DE ARRUDA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : JÚNIOR DE ARRUDA
DATE: 24/03/2026
TIME: 14:00
LOCAL: IFRS
TITLE:

LANGUAGE EDUCATION IN ENGLISH SINCE CHILDHOOD IN BRAZIL: CHALLENGES AND POSSIBILITIES

KEY WORDS:

linguistic education; English language; childhood.

PAGES: 46
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Currículo
SPECIALTY: Currículos Específicos para Níveis e Tipos de Educação
SUMMARY:

This study, which engages in discussions on English language education in early childhood, stems from a concern arising from the researcher’s professional context and aims to reflect on the challenges and possibilities of collaboratively promoting English in early childhood education and the early years of elementary school, particularly within the Brazilian public education system. It is a qualitative and bibliographic study, developed through an integrative literature review of scientific articles published in Brazilian Portuguese between 2019 and 2025. Through content analysis, the selected literature revealed that promoting language education in childhood is associated with an epistemological shift in language teaching, marked by the overcoming of instrumental conceptions and the adoption of an expanded understanding of language, childhood, and education. The findings indicate that the main challenges to implementing English in early childhood education involve gaps in the training of English Language and Pedagogy professionals, weaknesses in public education policies, and limited institutional conditions. On the other hand, the studies point to possibilities for overcoming these challenges through coordinated actions between initial and continuing teacher education, critical, transdisciplinary, and socially contextualized pedagogical practices, as well as the appreciation of local initiatives. As a result of the research, an educational product was developed in the format of a training colloquium, primarily aimed at teachers in the municipal public school system, to promote spaces for dialogue, reflection, and continuing education on English language education in childhood. It can be stated that promoting English in schools from early childhood, when conceived as an educational right and a formative social practice, constitutes a relevant pathway toward building a more equitable, critical, and comprehensive language education committed to the holistic development of students.

COMMITTEE MEMBERS:
Presidente - LUCILENE BENDER DE SOUSA
Interna - LIVIA REGINA SAIANI CRESPI
Externa à Instituição - JULIANA REICHERT ASSUNÇÃO TONELLI - UEL