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Communicative Language Teaching prioritizes the
structural teaching of the English language, without
considering communicative proficiency as the main
objective.
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As provided for in Article 8 of Law N. 13,005/2014, the
federated entities must include in their education plans
strategies that exclusively ensure the articulation of
educational policies with other social policies, having
sensitivity to cultural aspects.
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According to Law N. 13,146/2015, in the selection
processes for admission and retention in courses offered
by higher education institutions and vocational and
technological education, both public and private, it is not
necessary to provide tests in accessible formats to meet
the specific needs of candidates with disabilities.
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Integral Education is a modern proposal that aligns with
the demands of the late 19th century, prioritizing only the
formation of autonomous individuals.
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Canale and Swain proposed a model of communicative
competence that includes four types of competence:
grammatical, sociolinguistic, discourse, and strategic,
each playing a fundamental role in the effective use of
language.