HIGHLIGHTS
SUMMARY
That scenario privileges peoples` ranking and perpetuates the English language (EL) hegemony as the international language of the world`s educational and scientific market (ROCHA; MACIEL, 2017). The works of Tonelli, Ferreira, Berriel, Trevisol and Melo pointed out that because of this reality and of an instrumental tradition, language teaching, especially Foreign Languages (FL), had little appreciation in the contexts of vocational education in Brazil. Since 2009, documents such as the International Relations Policies of the Federal Institutes, prepared by the International Relations Forum (FORINTER) of the Board of Directors of Vocational, Scientific and . . .
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