Discourse and policies of foreign language teaching: an analysis of the Rio Global Child Program

This article is devoted to the discussion of the tensions and discursive conflicts that emerged in the political and educational instances when the Rio Global Child Program was implemented, aiming at expanding the teaching of the English Language in the scope of municipal education in Rio de Janeiro, reducing, consecutively, the Spanish language space, prescribed as mandatory by Law 2,939/1999. To do so, we are based on the theoretical framework of the Foucauldian discursive studies and analyze statements derived from Municipal Decree no 31,187/2009.