Ensino de língua inglesa em contexto de desigualdade social: um panorama da educação básica pública no Paraná

Abstract

This article discusses how social inequality interferes with access to English language teaching in Brazilian basic education, with an emphasis on the reality of public schools in the state of Paraná. The research reflects on how structural, economic, and pedagogical factors influence the quality of the teaching and learning process of the English language, understood here as an instrument of social inclusion and expansion of opportunities. To this end, a qualitative approach and a bibliographic character are adopted, based on scientific articles, official documents, and institutional reports, such as studies by the British Council (2015; 2022), Leffa (1999; 2007), and contemporary authors who investigate the relationships between inequality and education. A search was conducted on some of the main research platforms in the country, in order to observe and reflect on the bibliographic production on the subject. The analysis while reading these productions shows that socioeconomic disparities directly affect access to pedagogical resources, school infrastructure, and teacher training, resulting in fragmented and exclusionary English language teaching. It is also observed that public policies and the introduction of digital platforms in the public education system, while representing technological advances, often reinforce market logic and deepen existing inequalities. It is concluded that promoting equitable language education requires structural investments, valuing continuing education, and policies committed to social inclusion, so that English language proficiency ceases to be a privilege and becomes consolidated as an educational right for all.