A survey was carried out by the British Council which showed that only 5% of the Brazilian population speaks English, and also that only 1% of this amount are people fluent in the language. This data has a direct impact on the teaching of the English language in our country, which today has a great gap in the training of its teachers. Data say that of all 172,000 language teachers in Brazil, almost 20% do not have completed higher education.
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The survey was published by the Observatory for the Teaching of the English Language and shows that of the total number of classes that study the language in all educational networks, only 29.42% have teachers with titles suitable for teaching the language. language. Most teachers do not have any additional training for more than 80 hours, while about 61.49% do not have any additional training, and most have only a degree or a bachelor's degree in letters.
In 2020, the CNE (National Council of Education), through the National Curriculum Guidelines for the provision of Plurilingual Education, defined as a basis for teachers in bilingual schools the B2 language proficiency level, of the CEFR (Common European Framework), which would be an internationally recognized standard to describe the level of proficiency in a given language. In addition to mastering it completely, the school teacher needs to go a little further than teaching the language.
This market moves approximately R$ 250 million per year in our country. Therefore, the qualification of teachers inserted in this segment is very important, even more so if the context of the students, who are increasingly connected and immersed in the English language, either through available music, series or even games online.
For Academic Coordinator Andreia Fernandes, from Edify Education, a company that generates English language educational solutions for schools, one of the problems faced that is related to the gap in teacher training would be the methodology that is used to access the graduations of Letters, whether for Portuguese or English, which is the minimum and mandatory requirement for teachers of the language. “The evaluation system for admission to the Literature course, for example, does not include a test of specific skills in relation to the candidate's oral linguistic competence. Many begin graduation without even knowing the basics. And one of the functions of higher education, focusing on the degree, for example, is to prepare the graduate to teach classes and not teach the language itself”, she said.
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