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According to the traditional view of communicative competence, developing competence in a language involves only knowledge of grammatical rules and vocabulary.

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In the structural or grammatical approach, learning is seen as a holistic and integral process, considering various internal and external factors that influence language acquisition by the student.

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The concept of foreign language is widely accepted and applicable to understanding the English language in contemporary education.

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According to the National Education Plan, the provision of full-time education should serve, at a minimum, 25% of students in basic education by the end of the plan's validity period.

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The Municipal Ordinary Law n. 4,857, dated December 15, 2021, was amended to include new public positions exclusively for work in the Initial Years of the Integral Education Program.

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The occupants of the public positions covered by Law n. 5,156/2023 will be linked to the Own Regime of Social Security (RPPS).

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Interdisciplinary pedagogy began to be envisioned in Brazil in the 1960s.

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In holistic assessment in the communicative approach, students' performance is evaluated solely based on linguistic skills, without considering the use of social strategies or critical positioning.

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Transdisciplinarity aims for the unity of knowledge, going beyond specific disciplines.

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In the structuralist approach to reading, the text is understood as a vehicle for the transmission of semantic meanings, and any comprehension difficulty on the part of the student is attributed to a lack of vocabulary or grammatical knowledge.