THE ABSENCE OF THE ENGLISH LANGUAGE IN THE EARLY YEARS: TEACHER PERSPECTIVES AND CHALLENGES IN SANTARÉM AND TERRA SANTA – PA

Abstract

This article aims to discuss the perception of English language teachers regarding the absence of English language instruction in the early years of regular elementary school in the cities of Santarém and Terra Santa, Pará. Using a qualitative and exploratory approach, data collection was carried out through structured interviews containing fifteen open-ended questions, analyzed via content and discourse analysis. The main results reveal a majority agreement (74%) among teachers regarding the urgency of early language introduction, supported by its benefits for neurocognitive development and cultural enrichment. However, the respondents highlight serious structural challenges, with an emphasis on the scarcity of teaching resources and the lack of continuous teacher training for young learners. It is concluded that the late introduction in the sixth grade increases educational gaps and imposes barriers to learning, requiring contextualized public policies for the Amazonian region.