English (United Kingdom)

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This paper discusses government policies for the teaching of English as a foreign language in Brazilian regular schools, in relation to the practices and identities developed by the teachers working in this context. Starting with an historical analysis of the practices, propositions, and policies, since the second half of the last century, the article evaluates the impact of official documents upon the process of teaching English in Brazil. The tension between resistance and willingness to change, as well as between the identities of the teacher as either educator or instructor underlies the analysis, which also aims to point out possible paths for the future of our profession in regular schools. Este trabalho tem por objetivo discutir políticas governamentais para o ensino de Inglês como língua estrangeira nas escolas brasileiras em relação com as práticas e identidades desenvolvidas por professores trabalhando nesse contexto. Partindo de uma análise histórica das práticas, propostas e políticas educacionais, desde a segunda metade do século passado, este artigo pretende avaliar o impacto dos documentos oficiais sobre o processo de ensino de inglês no Brasil. A tensão entre resistência e desejo de mudança, bem como entre as identidades do professor como educador ou instrutor, subjaz a análise, que também tenta apontar caminhos para o futuro de nossa profissão nas escolas regulares

revista brasileira de lingüística aplicada

The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of policies and practices