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More than thirty years after the creation of Mercosur, it is interesting to study its impact on the teaching of Portuguese as a foreign language in Argentine secondary education. With that in mind, we consider the glottopolitics approach and some other studies that have addressed the impact of Mercosur on Argentine linguistic legislation and on the Portuguese as a foreign language school textbooks. This article presents an analysis of curricular designs in contrast with official data about the offer of foreign languages in four districts of Argentina: Autonomous City of Buenos Aires (CABA), Province of Buenos Aires, Santa Fe and Córdoba. The results indicate that Portuguese, being the only language that has its own legislation as a required subject in high school, is not only on the periphery of the school curriculum but also its implementation is irregular. The lack of implementation of Portuguese responds to liberal glottopolitical measures that maintain the hegemony of English. [ABSTRACT FROM AUTHOR]

This text approaches public educational language policies regarding the provision of foreign languages in Brazil and in Uruguay in the first decade of the 21st century. It aims to discuss the interpretation of national laws, from the three units chosen for the development of a comparative study, namely: place, time, and policies. The study is meritorious for supporting a situated valuation of the most significant elements of the comparison, and for showing the complexity of the proposal and of the understanding of these policies. The analyses show that in the laws that provide for foreign languages in education in both countries, the south-south connection did not have a prominent position in the selected period, only a consensual one. [ABSTRACT FROM AUTHOR]

ABSTRACT The article reflects on the relationship between the internationalization of higher education and language policies in Brazil. The study provides a review of language policy literature and internationalization policies materialized in national programs, such as the Science without Borders (SwB) and the Languages without Borders (LwB). The analysis of internationalization policies suggests that language policies are at the core of the internationalization agenda, concerning the role of English in this process; however, the role of other foreign/additional languages (L2s) still seems to be disconnected, whereby other languages lack funding and alignment with solid language policies at all educational levels. The analysis of language policies reveals the need to think about the role of L2s at different educational levels as well as in multilingualism in Brazil and in the internationalization of higher education.

The article reflects on the relationship between the internationalization of higher education and language policies in Brazil. The study provides a review of language policy literature and internationalization policies materialized in national programs, such as the Science without Borders (SwB) and the Languages without Borders (LwB). The analysis of internationalization policies suggests that language policies are at the core of the internationalization agenda, concerning the role of English in this process; however, the role of other foreign/additional languages (L2s) still seems to be disconnected, whereby other languages lack funding and alignment with solid language policies at all educational levels. The analysis of language policies reveals the need to think about the role of L2s at different educational levels as well as in multilingualism in Brazil and in the internationalization of higher education. [ABSTRACT FROM AUTHOR]

O MEC vem nos últimos anos investindo em medidas que visam a dar um norte ao ensino regular, tomando como base estudos acadêmicos desenvolvidos no âmbito do ensino e da aprendizagem e levando em consideração as mudanças socioculturais geradas pela globalização e pelo avanço da tecnologia. Constata-se, no entanto, uma defasagem entre as concepções de educação e de linguagem subjacentes aos PCN, às OCEM e a outras iniciativas, como o PNLD, por exemplo, e sua implementação posta em prática na Educação Básica. No caminho a ser trilhado para diminuir essa defasagem, uma questão crucial se impõe: as concepções teórico-metodológicas que fundamentam as referidas iniciativas precisam repercutir significativamente na formação inicial e continuada para poderem repercutir na atuação dos professores na sala de aula do ensino regular. Partindo desse pressuposto, discuto neste artigo as implicações da incorporação de práticas de letramento crítico na formação inicial de professores de línguas estrangeiras.The Ministry of Education has been investing on measures which attempt at guiding regular school teaching, taking into account academic studies developed in the teaching and learning area as well as the socio-cultural changes generated by globalization and technological advances. In spite of that, it is observed that there is a gap between the conceptions of education and language matters in the National Curricular Parameters (PCN), the Curricular Guidance for Secondary School (OCEM) and other initiatives, such as the National Plan for Didactic Books (PNLD), for example, and its implementation in Primary Education. In the path to be followed towards diminishing this gap, a crucial issue is raised: the theoretical-methodological conceptions which set up the referred initiatives must reverberate meaningfully in initial and continuing education in order for them to do so in the performance of teachers in regular school classrooms too. Therefore, starting from this assumption, this article aims at discussing the dilemmas and the implications of the incorporation of critical literacy practices in the initial education of foreign language teachers.

The article sets out to investigate the ways in which new approaches to knowledge in contemporary times - a moment of transition between epistemological paradigms - give rise to the need for a discussion of pedagogical practices based on traditional models of transmitting, reproducing and validating knowledge(s). In particular, we discuss the possible implications that such problematization might bring for the subjects involved in foreign language teacher education programs in Brazilian universities. [ABSTRACT FROM AUTHOR]

The Ministry of Education has been investing on measures which attempt at guiding regular school teaching, taking into account academic studies developed in the teaching and learning area as well as the socio-cultural changes generated by globalization and technological advances. In spite of that, it is observed that there is a gap between the conceptions of education and language matters in the National Curricular Parameters (PCN), the Curricular Guidance for Secondary School (OCEM) and other initiatives, such as the National Plan for Didactic Books (PNLD), for example, and its implementation in Primary Education. In the path to be followed towards diminishing this gap, a crucial issue is raised: the theoretical-methodological conceptions which set up the referred initiatives must reverberate meaningfully in initial and continuing education in order for them to do so in the performance of teachers in regular school classrooms too. Therefore, starting from this assumption, this article aims at discussing the dilemmas and the implications of the incorporation of critical literacy practices in the initial education of foreign language teachers. [ABSTRACT FROM AUTHOR]