SUMMARY
This paper, based on a qualitative documentary research, consists in presenting some reflections raised on the relationship between language policies and public basic education, translated into the experience of the construction of pedagogical practice in the public school environment for foreign language teaching (FLT) in the Distrito Federal. Teachers face the lack of theoretical and practical tools in the development of critical thinking to understand the language policies addressed to their field of activity. Thus, we try to answer the following question: What are the language policies that support the teaching of foreign language in public basic education in the Distrito Federal? Through this investigation, it is possible to consider some of the many aspects that involve the development of language policies aimed at teaching FL in the public basic education in the Distrito Federal.