Impacto da falta de ensino de língua inglesa nas séries iniciais da rede pública de ensino.

Abstract

This undergraduate thesis investigates, through bibliographic research, the impact of the absence of English language teaching in the early grades of public education. The study is based on the authors Santos (2020), Pardo (2019), Rodrigues (2017), Andrade (2015), and Paim (2022) The research highlights the importance of early English teaching for the linguistic, cognitive, and cultural development of children, showing that its absence deepens inequalities between public and private school students and compromises the development of essential skills in a globalized world. The methodology employed was qualitative bibliographic research, based on the analysis and review of theoretical works, scientific articles, and official documents in the field of education. The study investigated the relationship between the absence of English teaching in early grades and the academic and social performance of students in later stages, particularly concerning access to the job market and global knowledge. The central hypothesis of the study, confirmed through bibliographic analysis, is that the lack of English teaching in early grades contributes to the perpetuation of educational inequalities and significantly reduces the opportunities for social mobility of public school students. The results demonstrate that the implementation of educational policies prioritizing English teaching from the early years of schooling is essential to ensure more equitable education, promote social inclusion, and prepare students for the challenges of a globalized society.