English Language teaching: specificities of the EPT and the Electronics Technical Course at the Campos Guarus campus

Abstract

Based on the premise that Professional and Technological Education (EPT) in Brazil aims to provide comprehensive student development, integrating technical and general knowledge, this study analyzes the evolution of English language (EL) teaching in the Electronics Technical Course Integrated with High School at the Fluminense Federal Institute (IFFluminense), Campos Guarus campus. Bibliographic and documentary research were the methodologies adopted to achieve the objective of comparing the guidelines contained in the 2011 and 2025 Course Pedagogical Projects (PPCs), seeking to identify changes in the approach to English teaching. Ultimately, the analysis of the 2011 PPC revealed a gap: the fragmentation between General English (introductory) and Instrumental English (vocational), with a greater emphasis on the former, which limited students’ preparation for the demands of the world of work. In contrast, the 2025 PPC demonstrates notable progress. It offers a more balanced and integrated approach, aligned with the National Curricular Guidelines for EPT (Brazil, 2021). The new curriculum includes the relocation of the subject to the first and third years, as well as more comprehensive teaching plans that incorporate interdisciplinarity, a technological emphasis, and an intercultural dimension.