A instituição do método direto para o ensino de inglês no Brasil (1931-1961)

• Autor(a) principal: Gomes, Rodrigo Belfort
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/8245
• topic: Ensino de Língua Inglesa; Linguística; Linguística histórica; Livro didático; Método direto; Reforma Francisco Campos; Ensino de línguas; English language teaching; Historical linguistics; Textbooks; Direct method; Francisco Campos Reform; LINGUISTICA, LETRAS E ARTES

The direct method for English teaching as a foreign language, as well as for other foreign languages, was introduced in Brazil through the reform carried out by minister Francisco Campos, in 1931, so that, from that date on, all students should learn by this methodology. However, it is important to note that the directions contained in legislation does not necessarily mean the law will be executed, since many actors are involved in this process, such as published textbooks, the methodological foundations that guided their authorship, the methodology used by the teacher, and the guidance of the school principals, who manage the academic norms of each institution. Given the above, this study aims to investigate the relationship between the introduction of the direct method, by the Francisco Campos reform, and the production of English language teaching textbooks in Brazil from 1931 to 1961, as well as analyzing three textbooks according to the concepts that rule the direct method and certify whether its fundaments were accomplished or not. Thus, this research consisted of three stages, namely: the first, a literature review on the theoretical basis of the direct method and the influences of modern authors; the second, the research on the Brazilian educational legislation of the set period; culminating in the third moment, when a list of the English language textbooks published within the time frame of this work was made. These books can be found both in the National Library, as well as in Pedro II School, an important institution for the history of education in Brazil. Three of these materials were selected to be analyzed and have their contents contrasted with the principles of the direct method.