In:Innovation in Language Learning and Teaching: Historical perspectives
Edited by Richard Smith and Tim Giesler
[AILA Applied Linguistics Series 20] 2023
► pp. 199–216
Chapter 11Beyond written texts
History as told by the objects of modern foreign language classes in a Brazilian school
Published online: 27 June 2023
https://doi.org/10.1075/aals.20.11ban
https://doi.org/10.1075/aals.20.11ban
Abstract
This chapter analyses the objects and artifacts
used in foreign language classes in a secondary school in Campo
Grande, a Brazilian city, from 1931 to 1961, and compares these with
official sources such as government policy documents and texts on
new methodological approaches in an attempt to examine whether and
how intended innovations helped to shape teachers’ daily practices.
A document found in the archives of this school points to the
purchase of record collections, record players and postcards,
showing that there were attempts to follow official reforms.
However, closer examination shows that the presence of these objects
in the school did not bring about the expected changes. Material
Culture, as represented by such artefacts, can be seen to open up a
new perspective to be considered within Applied Linguistic
Historiography.
Article outline
- Introduction
- Modern language teaching and learning in Brazil: From the regencies to the first republic
- Colégio Nossa Senhora Auxiliadora, Campo Grande, and the objects for language classes
- Conclusion
Acknowledgements Notes References
References (25)
Primary sources (1): Colégio Nossa Senhora Auxiliadora
documents
Relatório
Ginásio Feminino “N. S.
Auxiliadora”, 1935–1941. Campo
Grande, M. Dados Gerais, Plantas das salas de aula,
regimento interno. Livro
de Correspondências Exp.
Ginásio 1935–1941.
Primary sources (2): Others
Boechat, J. (1962). O
material didático no ensino de
francês. In CADES.
Didática do Francês: súmulas para os cursos de
orientação (pp. 111–116). CADES.
Brasil. (1931). Ministério
da Educação, Cultura e Saúde Decreto nº 20.833, de 21 de
dezembro de 1931. Extingue cargos de professores no
Colégio Pedro II e dispõe sobre o ensino de línguas
vivas estrangeiras no mesmo
colégio. Retrieved
on 24 June
2018 from [URL]
. (1932). Ministério
da Educação, Cultura e Saúde. Instrução para Execução do
Decreto nº 20.833, de 21 de dezembro de 1931. Diário
Oficial, Rio de Janeiro, 9 mar. 1932. Instruções para a
execução do Decreto nº 20.833, de 21 de dezembro de
1931. Retrieved
on 24 June
2018 from [URL]
. (1942). Ministério
da Educação, Cultura e Saúde Decreto-Lei nº 4.244, de 9
de abril de 1942. Lei orgânica do ensino
secundário. Retrieved
on 24 June
2018 from [URL]
. (1943). Ministério
da Educação, Cultura e Saúde Portaria Ministerial nº
114, de 29 de janeiro de 1943. Expede as instruções
metodológicas para execução de programa de francês do
curso
ginasial. Retrieved
on 24 June
2018 from [URL]
Chagas, V. (1967). Da
revolução industrial aos nossos
dias. In Didática
especial das línguas
modernas (pp. 53–97). Companhia Editora Nacional.
Secondary sources
Burke, P. (2011). Abertura:
A nova história, seu passado e seu
futuro. In P. Burke, A
escrita da história: Novas
perspectivas (pp 7–38). Editora Unesp.
Cury, C. R. J. (2009). Livro didático como assistência ao estudante. Revista Diálogo Educacional, Curitiba, 9(26), 119–130.
Escolano Benito, A. (2009). Ethnohistory
and materiality of education: In the setting of
Universal
Exhibitions. In M. Lawn (Ed.), Modelling
the future: Exhbitions and materiality of
education (pp. 31–50). Symposium Books.
Lawn, M. (2005). A
pedagogy for the public: The place of objects,
observation, mechanical production and
cupboards. In M. Lawn & I. Grosvenor (Eds.), Materialities
of schooling: Design, technology, objects, routines.
Comparative Histories of
Education (pp. 15–30). Symposium Books.
McLelland, N., & Smith, R. (Eds.). (2018). The
history of language learning and
teaching (3 vols.). Legenda.
Smith, R. (2016). Building
“Applied Linguistic Historiography”: Rationale, scope
and methods. Applied
Linguistics, 37(1), 71–87.