Gestión del bilingüismo en educación primaria y secundaria: una revisión sistemática

Juan Andrés Ducuara Perdomo; Carola Gómez Medina

doi:10.5294/edu.2025.28.3.5

Autores

Juan Andrés Ducuara Perdomo Autor Universidad Antonio Nariño https://orcid.org/0009-0001-6241-3332
Carola Gómez Medina Autor Universidad Antonio Nariño https://orcid.org/0000-0002-5003-938X

DOI:

https://doi.org/10.5294/edu.2025.28.3.5

Palavras-chave:

Bilinguismo, educação básica, educação bilíngue, gestão educacional, política educacional

Resumo

Esta revisão sintetiza os avanços na gestão de programas de bilinguismo no ensino fundamental e médio, analisando quatro eixos: problemáticas, metodologias, referenciais conceituais e principais resultados, com o objetivo de orientar pesquisas futuras. Seguindo a metodologia PRISMA, de um total de 392 estudos identificados, 12 atenderam aos critérios de seleção. O protocolo foi registrado no PROSPERO e a qualidade metodológica foi avaliada com a ferramenta MMAT, confirmando a alta qualidade dos estudos selecionados. Para o tratamento das informações, foi utilizada uma matriz de extração de dados. Os resultados indicam quatro problemáticas principais: formação insuficiente de professores e líderes, reprodução de desigualdades, ausência de estudos contextuais e tensões entre políticas centralizadas e realidades locais. Predominam as abordagens qualitativas e os referenciais conceituais sobre modelos bilíngues (Aprendizagem Integrada de Conteúdos e Línguas EstrangeirasAICLE/imersão), formação de professores e gestão educacional. Os achados evidenciam uma desconexão entre política e prática, ressaltando a necessidade de modelos de gestão flexíveis e construídos a partir da base institucional. A agenda de pesquisa deve aprofundar o estudo de aspectos organizacionais, agência educacional e liderança contextualizada nas comunidades educativas.

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