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As Diretrizes Curriculares Nacionais de 1998 desempenharam um papel importante na reforma educacional, mas não estabeleceram as áreas do conhecimento da Base Nacional Comum Curricular (BNCC).

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De acordo com a Lei de Diretrizes e Bases da Educação Nacional (LDB), a Educação Básica é obrigatória dos 4 aos 16 anos de idade, abrangendo a Educação Infantil, o Ensino Fundamental e o Ensino Médio.

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Integral Education promotes equity by recognizing the right of all individuals to learn and access differentiated educational opportunities.

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The teaching of instrumental English went through five stages of development, beginning with register analysis and culminating in the learner-centered approach, which focuses on the specific needs of learners.

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Democratic management in schools implies centralizing decisions in the hands of the principal, who, in turn, must act exclusively as a managerial and corporatist figure.

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When the concept of prior knowledge is addressed in language teaching, it's important for the teacher to understand that this relates to the cultural and socioeconomic aspects of the student, which will facilitate text comprehension and reduce the impact of knowledge of foreign language rules when working with a text.

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The Oral Language axis, according to the BNCC, does not consider the individual characteristics of speakers, such as their pronunciation and intonation, when exploring oral language practices.

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The progressive pedagogy known as "liberating" emphasizes the transmission of objective and measurable information, subordinating teaching to the science of behavioral change and educational technology.

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Reading practices in the English language, according to the BNCC, prioritize only the overall comprehension of the text, neglecting the search for specific information.

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The early methods of teaching foreign language, including instrumental English, date back to the 16th century and focused primarily on oral communication and everyday situations.

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Requests for action or permission cannot be reported in Reported Speech using a subordinate clause with "if" or an infinitive. Therefore a sentence such as "He asked if it would be ok to miss next class" is an incorrect use of reported speech.

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The direct or cooperative implementation of school performance evaluation, which is done every two years, can be carried out by the Union, and also the States, the Federal District, and Municipalities as long as there is an agreed cooperation between the institution and is also according to the current national education system. 

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The teacher's role in the teaching process goes beyond mere content transmission, as they must act as a mediator, planning strategies that stimulate active learning among students, promoting not only the assimilation of knowledge but also cognitive, reflective, and critical development.

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According to Law N. 13,146/2015, disability does not affect a person's legal capacity, including the right to decide on the number of children and to have access to adequate information on reproduction and family planning.

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The school and the classroom are just part of a sociocultural and institutional context, without any influence on the students' learning process.

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The English Language curriculum component, according to the BNCC, has criteria for organizing skills that can be flexibilized according to the specific needs and contexts of each school.

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In Reported Speech, verb tenses always shift back one tense in relation to the tense originally used in direct speech. For example, the direct sentence "Where are you going?" when reported would change to "They asked where were you going?", shifting simple present into simple past.

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According to Bakhtin (1997), discourse genres have minimal influence on the language we use since the immediate social situation is the sole determining factor in the choice of utterances.

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According to Resolution CNE-CEB (National Council of Education/Basic Education Council) N. 07/2010, the teaching of a modern Foreign Language in Elementary School is mandatory from the 6th year onwards, with the choice of the language to be taught determined exclusively by educational authorities.

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Teaching methods are directly related to the specific objectives and content of disciplines, being applicable universally and independent of students' characteristics.