Costa, Kelly da SilvaSantana, Ademir Santos deMorais, Izadora Oliveira deOliveira, Pedro Henrique de Moura de2026-09-172026-09-172026https://repositorio.ifrr.edu.br/handle/123456789/543This article analyzes the challenges faced by teachers in Spanish language education in Brazilian public schools based on the guidelines of the Base Nacional Comum Curricular (BNCC). The discussion begins with the importance of Spanish for students’ linguistic, cultural, and social education, especially considering Brazil’s relationship with Spanish-speaking countries in Latin America. The study aims to discuss BNCC guidelines for additional language teaching, investigate current didactic-pedagogical trends in Spanish language education, and identify the main challenges faced by teachers when incorporating these guidelines into their pedagogical practice. The research follows a qualitative, bibliographic, and documentary approach, based on the analysis of the BNCC and scientific articles that address language policies, the New High School reform, teacher education, teaching materials, border contexts, literacy practices, and additional language teaching in public schools. The analysis shows that the BNCC values social language practices, interculturality, reading, writing, oral communication, and meaning-making, but presents limitations when applied to Spanish language teaching, mainly because it does not provide a specific framework for this subject. The articles also indicate that current trends point to more communicative, critical, intercultural, and contextualized practices, including the use of discourse genres, authentic texts, literature, oral activities, and proposals that connect the language to students’ realities. However, the implementation of these practices faces obstacles such as the curricular instability of Spanish, the non-mandatory status of the subject, the lack of continuing teacher education, insufficient teaching materials, limited school infrastructure, and the low institutional appreciation of Spanish in public education. The study concludes that strengthening Spanish language teaching depends not only on teachers’ work, but also on more consistent curriculum policies, better working conditions, and recognition of the educational, cultural, and social relevance of this language.pt-BRAttribution-NonCommercial-NoDerivs 3.0 BrazilLíngua espanholaBase Nacional Comum CurricularFormação docenteEscola públicaPolíticas linguísticastcc_graduacaoLINGUISTICA, LETRAS E ARTESLINGUISTICA, LETRAS E ARTES::LETRAS