O latim como sistema adaptativo complexo e a Abordagem Indutiva Contextual: uma perspectiva sobre os processos de ensino e aprendizagem de uma língua clássica

Abstract

With regard to teaching Latin, the Grammar and Translation Approach in its most traditional form has been the target of criticism (Lima, 1995; Miotti, 2006; Longo, 2006; Santos, 2014; Engelsing, 2014), related to very old and ineffective practices that have helped to promote resistance to this language. In this context, harmful imagery about classical culture and languages may perhaps have links with more traditional teaching approaches. An alternative that presents itself is the Contextual Inductive Approach, through the didactic series Lingua Latina per se illustrata, created by Hans Henning Ørberg, with all materials exclusively in Latin. What draws attention to this approach is the active use of language and learning gradually and inductively. Various resources from the Internet (videos, games, curiosities, and other materials), combined with the teacher's reflective practice, can provide more effective, interesting, and fun learning. Another relevant issue is the aspect of Latin treated as a living language, which has always shown the capacity to transform itself, in terms of adaptability and complexity: it never died, but only had periods of decline, and even so, it constitutes itself as a language that has been used until today, in contexts and processes of teaching and learning or outside them. In this sense, the theory of language as a complex adaptive system (Leffa, 2016; Bybee, 2016; Ellis, 2011; Beckner et al., 2009), most commonly related to modern languages, is directed toward Latin. Therefore, this thesis analyzes didactic experiences conducted by the researcher himself in a pandemic context, with distance classes, mediated by Digital Communication and Information Technologies (DICT), in an extension course at the State University of Goiás – University Unit of Inhumas. Accordingly, we sought to verify the effectiveness of the Contextual Inductive Approach (CIA), taking into account the multiplicity of factors that are part of a context in which the processes of teaching and learning Latin occur, from the perspective of the theory of language as a complex adaptive system mentioned above. As part of this process, questions, concerns, and problems required the research professor to make some decisions, one of which referred to the need for adaptations to the CIA, as certain situations emerged. Some data revealed participants' responses and reactions and suggest positive perspectives regarding Latin and its teaching. The results also point to changes and continuation of some students' beliefs regarding this language.