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The classic definition of competence, proposed by Chomsky, addresses only the knowledge of language structures and rules, without considering its social function.

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According to Resolution CNE-CEB (National Council of Education/Basic Education Council) N. 07/2010, Elementary School is a subjective public right of each individual and a duty of the State and the family in its provision for all.

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The strategies outlined in the Annex of the Law n° 13.005/14; do not prevent the eventual implementation of complementary measures at the local level, which indicates flexibility in the execution of the national education plan.

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General Didactics is independent of the specific didactics of teaching subjects because its main function is to generalize processes and procedures obtained from the investigation of the sciences that underpin teaching and learning, without considering the methodological peculiarities of each discipline.

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Communicative Language Teaching prioritizes the structural teaching of the English language, without considering communicative proficiency as the main objective.

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As provided for in Article 8 of Law N. 13,005/2014, the federated entities must include in their education plans strategies that exclusively ensure the articulation of educational policies with other social policies, having sensitivity to cultural aspects.

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According to Law N. 13,146/2015, in the selection processes for admission and retention in courses offered by higher education institutions and vocational and technological education, both public and private, it is not necessary to provide tests in accessible formats to meet the specific needs of candidates with disabilities.

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Integral Education is a modern proposal that aligns with the demands of the late 19th century, prioritizing only the formation of autonomous individuals.

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Canale and Swain proposed a model of communicative competence that includes four types of competence: grammatical, sociolinguistic, discourse, and strategic, each playing a fundamental role in the effective use of language.

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The teaching of English language in elementary school, according to the BNCC, prioritizes an ideal model of speaker, seeking aspects such as correctness, precision, and linguistic proficiency.