Entre a tradição e a inovação : professores e compêndios de inglês do século XIX

• Autor(a) principal: Santos, Elaine Maria
• Data de Publicação: 2017
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: https://ri.ufs.br/handle/riufs/4597
• topic: Educação; História da educação; Língua inglesa; Ensino de língua inglesa; Linguagem e línguas; Prática de ensino; Compêndios; Ensino de línguas; Compendiums; Language teaching; History of education; English language; Enseñanza de idiomas; Historia de la educación; CIENCIAS HUMANAS::EDUCACAO

This thesis aims to identify the struggles faced by teachers trying to teach English in the educational setting of the nineteenth century, by investigating the approaches employed in the selected books, which reflected the dilemma of many authors in defending, paradoxically, an innovative discourse for the teaching of English and, at the same time, the traditional and mechanical practices from the sixteenth century. In order to do so, it was necessary to examine the legislation for language teaching or the one related to this subject in order to follow the route traced by the English language in its search for space and power; to research journals and prefaces of compendiums, to identify stories of English teachers and their struggles for the maintenance of the teaching profession; to study the programs of Collegio de Pedro II and the recommended books for teaching English; and, finally, to analyze some English-language grammars produced in the nineteenth century, in order to establish relations between the materials which were recommended, the others produced at the time and the attempt to propose an innovative methodology against the traditional one that could be identified. The historiography on the subject was fundamental for the understanding of the determinations that guided the productions of compendiums of the time and crucial for the conduction of the research. With this study, I concluded that there were few innovations found in the published materials, even though they were involved in a discourse for more inductive practices, recurrent since the 16th century. Approaches based on Grammar and translation were privileged, even when the teaching programs for the Collegio de Pedro II proposed more intuitive practices.