Como o ensino bilíngue infantil tem sido proposto no Brasil?

Abstract

Abstract: This study examines how bilingual education has been proposed in Brazil, revealing diverse conceptions and a strong influence of the private sector. The general objective of this analysis is to understand the different perspectives and practices of bilingual education in the country, drawing on recent academic literature. The methodology adopted was a systematic bibliographic review, using the keywords “educação + bilíngue + infantil” and “educação bilíngue”, based on data from Google Scholar and the software Publish or Perish. The research focused on works published between 2018 and 2023, encompassing five years of academic production. Articles and undergraduate final projects from both public and private universities were included, while dissertations, theses, and works centered on remote teaching, deaf education, or indigenous education were excluded, as they did not align with the central criteria of analysis. The theoretical framework drew on references such as Krashen, who distinguishes between second language acquisition and learning, and Hamers & Blanc, fundamental to the understanding of bilingual education models such as CLIL. Scholars such as García and Cummins were also considered, particularly regarding their contributions to the discussion of bilingual approaches and linguistic interdependence. The inclusion of these theorists is essential for assessing whether current educational practices move beyond superficial approaches and align with a genuine conception of bilingualism. The findings indicate that the term “bilingual” has often been used as a marketing strategy, reinforcing the perception of elitization. Nonetheless, the research highlights the relevance of bilingual education, which extends beyond linguistic acquisition and contributes to children’s cognitive, cultural, and social development. However, the lack of clear regulations and the predominance of private initiatives restrict democratic access and reinforce inequalities. The study emphasizes the need for public policies to guide pedagogical practices and for teacher education programs specifically designed to address the demands of early childhood bilingual education. In conclusion, the future of bilingual education in Brazil relies on the consolidation of legal and pedagogical frameworks capable of ensuring an integral, critical, and equitable education accessible.