Brazilian secondary education curricula follows an historical encyclopedic tradition. However, new subjects have been added, according to central decisions, dependent on decentralized execution. One of them is these subjects is the Spanish language, based on geopolitical and geo-economic reasons. This paper analyses the preliminary results, including the teachers' profile. Evidences point out the high degree of improvisation, particularly employing a significant number of unprepared teachers. Almost a half of the schools declared not to offer that language. This change indicates that governmental decisions are subject to the bureaucracy's limits and to the political games, which may have as consequence their own de-legitimation.
Teacher education; Educational policies; Secondary education; Spanish language
