The Teaching of foreign language: from inclusion in the school curriculum to the methodological processes of learning

Abstract

This article addresses the history of the Foreign Language in Brazil, and points out the question of the belief placed by teachers of Foreign Languages in methodological procedures, in special of Educational Technologies for the development of proficiency on Basic Education. The article also shows that no methodological resource, however sophisticated it may be, is capable of replacing the teacher's properly planned work. The methodological procedures used for the teaching of languages in the regular school are mechanisms that the foreign language teacher should know how to use. Therefore, the main objective of this article is to identify, to know, to analyze and to organize the historical journey of the L2 discipline in curriculum in the history of Education in Brazil. Already, the secondary objective points out the main methods used for the teaching of Foreign Languages in Basic Education. In order for these objectives to be achieved, a bibliographic research was conducted, based on the following authors: Katia Bruginski Mulik, Ruth Rapaport and Vani Moreira Kenski. The difficulties for the development of the research arise immediately in the selection of the material to be used, because the existing works on the subject under discussion are still few and those that exist do not account for solving mistaken beliefs about the unbridled use of methodological procedures, as a guarantee of the proficiency.