Metodologias ativas no ensino-aprendizagem de língua latina para brasileiros: potencialidades e proposições

Abstract

Teaching-learning of classical languages, especially Latin, has been characterized as traditional over the millenniums, with the use of pedagogical approaches in which the learner maintains a passive posture, often opposing the incorporation of methods and practices that provide the student with protagonism and autonomy in the construction of knowledge. However, in the last decades, we have identified reflections and applications with paradigm shifts in the search for innovative and meaningful methods that have had an impact on the approaches that guide textbooks and teaching-learning practices. Considering this scenario, we seek to discuss the use of Active Methodologies for the teaching-learning of the Latin language by Brazilians, investigating potentialities of multi-literacies and proposing activities through Didactic Sequences. The methodology used was bibliographic, through exploratory research with a qualitative approach. It was concluded that Active Methodologies are efficient methods and that Digital Technologies, in general, have the potential to provide teachers and students with possibilities of expression, sharing and research, which is materialized in the reflexive and participative involvement of the student in the study of Latin language, literature and culture.