A BRIEF HISTORY OF THE INSERTION OF THE ENGLISH LANGUAGE AS A CURRICULAR COMPONENT IN THE BRAZILIAN CONTEXT

Abstract

This article aimed to highlight the main events, based on bibliographic research, that marked the emergence of English language teaching and learning in the Brazilian context, in an attempt to contribute to the understanding of its development and advances up to the current situation. There is a range of conflicts that affect the teaching of this curricular component in public schools, which go from the paths of initial training of language teachers to official documents and educational policies focused on foreign languages. The English language curricular component, as well as the training of language teachers, had their paths traced by linguistic and sociocultural transformations. This historical path was marked by the progress of pedagogical approaches and methods, educational policies and the creation of official documents related to English teaching, which are reflected in current teacher training and pedagogical practices. It was concluded that having knowledge about the past of English language teaching is important to promote improvements, in the present and in the future, in teacher training and pedagogical practices that guarantee quality in teaching and learning.