Dissertação Ensino de Latim uma comparação acerca do métodos de ensino

Abstract

This research aimed to compare three Latin teaching methods: the traditional grammatical method (Libâneo, 1991; Mizukami, 1986), the textual method (Fortes & Prata, 2015; Longo, 2014), and the communicative method (Almeida Filho, 2015; Fortes & Prata, 2015; Nardi, 2007; Santos, 2020) as found in Latin teaching works, such as Latina essentĭa – preparação ao latim (Rezende, 2009), Curso Básico de Latim – Gradus Primus (Paulo Rónai, 2013), Gradus Secundus, (Paulo Rónai, 2014), Latine Loqui – Curso Básico de Latim Volumes I and II (Leite, 2021), Latinĭtas: uma introdução à língua latina através dos textos (Amarante, 2018), and Lingua latina per se illustrata – pars I familia romana (Ørberg, 2003). To this end, we revisited Classical Antiquity to demonstrate how Latin teaching in that era differs from the current model, tracing the emergence of reflections on language, leading up to the grammatical tradition consolidated by renowned grammarians, and also highlighting the teaching methods practiced in Greece and Rome. We also outlined a brief history of Latin teaching in Brazil, addressing historical and legal aspects and their implications for our society. We presented the contexts in which Latin is currently studied, with an emphasis on Latin teaching at two public universities: the Federal University of Amazonas (UFAM) and the State University of Amazonas (UEA). Thus, we were able to highlight the specificities of each method, identifying, among other aspects, the target audience and the particular characteristics inherent to each method. Finally, we reflected on the teaching practice using these materials and offer considerations on Latin teaching, particularly within the Brazilian classroom context.