The CEFR regulations in French textbooks and their (in)adaptation to the Brazilian educational reality

Abstract

Teaching/learning foreign languages is always pervaded by several implications. Regarding this process in the Brazilian educational context, the scenario appears to be even more unproductive for French language teaching, due to political, economic, and social criteria applied by the Government when choosing which foreign language will be taught at schools. Bearing this reality in mind, this article analyzes the impact of the determinations of the Common European Framework of Reference for Languages on French Foreign Language textbooks for teenagers. Through a discursive analysis, we aim to examine and propose a reflection on the common conception of a standard teaching process, as well as point out the convergences and divergences of the materials mentioned above with the reality of the Brazilian education system