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Learning the English language solely contributes to the professional integration of students, neglecting other social and cultural aspects.

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Learning the English language contributes to the development of intercultural awareness among students.

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Teaching English as a lingua franca exclusively values the linguistic patterns of native English speakers, such as Americans and Britons.

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Interdisciplinarity emerged as a response to the fragmentation of knowledge that occurred mainly in the 19th century.

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According to the National Common Curricular Base, the teaching of English language in elementary education should be exclusively centered on the culture and literature of English-speaking countries, neglecting Brazilian culture and linguistic diversity.

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The proposed organizing axes for teaching English should be treated separately, without any relation between them.

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Human rights are inherent to the human condition and, therefore, do not depend on any legislation for their validity. Thus, they are interdependent and indivisible, which means that we cannot choose to accept only some of them while ignoring the others.

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Authorial writing in the teaching of English is restricted to highly elaborated texts, excluding simpler forms of textual expression.

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In the communicative approach, foreign language teaching prioritizes the pragmatic and social meaning of language.

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An important criterion when selecting a text for reading activities is the level of familiarity students have with the subject addressed in the text, as this can compromise their interest in reading if the subject is completely known to them.