This article aims to reveal the phenomenon of directivity / indirectness in the classroom scenario, starting from the social stereotype of being an indirect and cordial society (Holland, 2006). In order to achieve this objective, we work with different intercultural authors that discuss this cultural phenomenon as Peterson (2004), Lewis (2006) and Hofstede (2010), besides the concept of face developed by Goffman (1970) and his followers. Through a questionnaire answered by students from the initial and middle level of public schools in Minas Gerais, we developed a quantitative study of their reactions to the scenarios that would lead to the development directly or indirectly. We conclude that the teacher acts much more directly in the initial education than in the secondary education, while the students have a more directive attitude in both educational levels, which reveals a different position to that established by some scholars of Brazilian culture.