Por uma educação linguística crítica: um estudo sobre política linguística educacional de línguas adicionais para crianças no sudoeste paranaense e no oeste catarinense ; For a critical linguistic education: a study on educational language policy of additional languages for children in sudoeste paranaense and oeste catarinense

This research was based on the interest in studying availability and quality issues in additional languages teaching for children (ALC) in public basic education (BE). In Brazil, the absence of official guiding documents to teach ALC (GIMENEZ, 2013; AVILLA; TONELLI, 2018) and the existence of documents that suggest the English language teaching (EL) for early childhood education and early years of elementary school (ES) make the additional languages teaching to be offered in an unequal way, working as a tool for social inclusion or exclusion (ROCHA, 2006, 2010; ASSISPETERSON; COX, 2007; PENNYCOOK, 1994). This is a qualitative and interpretative research of exploratory nature in which we sought to identify representations about the advances and limitations of Educational Language Policies (ELP) (SHOHAMY, 2006, 2007) of ALC in public BE (Elementary School Early Years), more specifically in the municipalities of Pato Branco (PR), Francisco Beltrão (PR), Caçador (SC) and Videira (SC), which are part of the mesoregions of Sudoeste Paranaense and Oeste Catarinense. For this purpose, based on the framework of the Policy Cycle Approach (PCA) (MAINARDES, 2006; BOWE; et al., 1992) and the Critical Discourse Analysis (CDA) (SATO; JÚNIOR, 2013; FAIRCLOUGH, 2001; 2003; BATISTA JR et al., 2018), I investigated and analyzed local and global texts, laws, and guidelines regarding the ELP, which along with the historical, social, and economic characteristics of the municipalities in focus make up the context of influence and text production of these policies such as the UNESCO Guidelines (2003), the Common National Curricular Base (2018) (CNCB), the New National Curricular Guidelines for the Availability of Plurilingual Education (2020) (NCGAPE), the Pedagogical Curricular Proposal of LEM English (of Francisco Beltrão PR), the Elementary School Curriculum (of Videira SC) and the Common Municipal Curricular Base (of Caçador SC). We also investigated and reflected on the local appropriations of the ELP (context of the practices), ...