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Studies related to reading strategies highlight that the reader's prior knowledge does not significantly influence the comprehension of reading texts in a foreign language.

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Educational objectives, contrary to being mere formalities, constitute the backbone of pedagogical planning, demanding deep reflection from the teacher regarding their practice, the content, materials, and methods used, as well as systematically and intentionally guiding the teaching-learning process towards broad and specific goals. 

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The learning psychology proposes that the role of the teacher is essentially to teach, while that of the student is to learn, serving as a bridge between these processes.

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The Linguistic Knowledge axis, according to the BNCC text, prioritizes the study of English language in a contextualized manner, considering notions such as "adequacy," "standard," and "linguistic variation".

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According to Federal Decree N. 11,556, dated June 12, 2023, one of the implementation strategies of the Commitment is to address regional, socioeconomic, ethnic-racial, and gender inequalities.

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The teaching of English language in elementary school, according to the BNCC, disregards the impact of culture on the teaching-learning process of the language.

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According to Hymes, to be considered competent in communicative terms, it is not sufficient to only know and use the phonology, syntax, and lexicon of the language, but it is also necessary to understand and apply the specific discourse rules of the community in which one is situated. 

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According to Federal Decree N. 11,556, dated June 12, 2023, the implementation of the Commitment is the exclusive responsibility of the Ministry of Education, without the need for coordination with other federative entities.

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Learning is an exclusively natural and instinctive process, not influenced by cultural or educational experiences.

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The emergence of interest in teaching languages for specific purposes, such as instrumental English, after World War II, was influenced by the development of research in areas such as sociolinguistics and educational psychology. 

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Effective text comprehension only occurs if there is correspondence between the activated knowledge in the text and the reader's world knowledge.

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Adverbial phrases in English can be composed exclusively of an adverb as their central element which does not modify directly a verb. For example: The weather forecast predicted rain quite soon.

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The purpose of teaching is to prioritize the accumulation of knowledge, valuing a mind filled with information which is the only possible way to achieve problem solving skills as it can be observed in classrooms.

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The use of colored pens when returning assessments helps students focus their attention on specific points of the document. For instance, using a red pen will help the student pay attention to the mistakes made and learn from them. 

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In the libertarian progressive pedagogy, the teacherstudent relationship is horizontal and non-directive, promoting self-management and the freedom of students in their learning.

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The concept of social skills, currently used in education, encompasses a set of actions and attitudes of the teacher in the classroom to promote student motivation, manage discipline, and make the learning process more engaging.

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Integral Education, as an educational concept, prioritizes only the intellectual development of students, neglecting other important dimensions.

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The pedagogical trend called "traditional liberal" advocates that teaching content is organized based on the experiences lived by the student, thus promoting an education centered on the development of cognitive skills.

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The relationship between teacher and student in the classroom is characterized by a complexity that goes beyond simple didactic interaction or warm human interaction. Both parties play fundamental roles, where the actions of one affect those of the other, and the student is not seen as a mere recipient of knowledge but as a being capable of thinking, reflecting, and actively participating in the educational process. 

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According to Law N. 13,146/2015, it is the responsibility of the government to create, implement, and evaluate the inclusive educational system at all levels and modalities, excluding the improvement of educational systems.