The purpose of this article is to discuss the possibilities and challenges of foreign language teaching in Brazilian public schools. In a social, economic, and, political moment in which the government is interested in students' (urgent) learning of foreign languages in public schools, the dispute between two methodologies increases: on the one hand, a focus on teaching reading; on the other, the teaching of written and oral language competences. Starting the discussion with the so-called communicative approach and the official national documents, this text points to the deconstruction of this dispute between methodologies, indicating possibilities of actual work in the light of the official documents and a resignifying of the communicative approach.
Foreign Language; Public Teaching; Official Documents; Writing and Oral Competences