This paper aims at discussing English curricular guidelines for Brazilian Elementary and Secondary schools towards recent transformations in contemporary societies. In doing so, we assume the new literacy studies as our theoretical framework for its insightful re-conceptualizations of knowledge, language and pedagogy. The paper will present a brief reflection on two curricular guidelines recently launched in Brazil in different scales. Firstly, the study will investigate the epistemological bases that underlie both guidelines. Secondly, we intend to expand such reflection by interpreting both proposals in the light of the new global demands, with emphasis on the local-global dilemma.
English language curriculum; new literacy studies; global; local