A oralidade em sala de aula de língua portuguesa: o que dizem os professores do ensino básico
The central focus of this study is a discussion on oral production in the teaching of Portuguese Language and Language Arts classes at the elementary school age level. We begin with the premise that individuals need to develop discursive-linguistic competencies through diferente oral genres that are...
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| Formato: | article |
| Idioma: | pt_BR |
| Publicado em: |
Filologia e Linguística Portuguesa
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/37342 |
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| Resumo: | The central focus of this study is a discussion on oral production in the teaching of Portuguese Language and Language Arts classes at the elementary school age level. We begin with the premise that individuals need to develop discursive-linguistic competencies through diferente oral genres that are a part of the interactions of daily life – from the most spontaneous to most highly ritualized. Our goal is to contribute to the academic-scientific scholarship on providing elementary school students with opportunities for oral production, whether in informal interactions or those that are highly controlled and regulated from the perspective of both production and reception. Our guiding question is: are oral texts being used as teaching objects in the development of students’ communicative practices in the classroom? Our objective is to investigate orality in the Portuguese language classroom, aiming to describe, analyze and interpret what teachers say about the teaching process, identifying the concepts of orality that they identify and the oral genres that comprise the didactic activities proposed in the classroom. Adopting a qualitative research model, we aim to interpret specific questions from teachers’ responses gathered in 12 semi-structured interviews, recorded in áudio and transcribed. Our theoretical framework is based on the following researcher, among others: Marcuschi (1986, 2001a, and 2001b, 2002, 2005); Castilho (1998); Fávero, Andrade and Aquino (1999); Schneuwly, Dolz and collaborators (2004); Cavalcante and Teixeira (2007); Gomes-Santos (2012); Leal and Gois (2012). The analysis of the data reveals that the teachers are still not clear about notions of orality that enable them to carry out didactic activities directed to educating students in linguistic competence. In this way, working with orality, teachers need to prioritize linguistic, extra-linguistic, paralinguistic and synesthetic aspects, providing students with experiences in pedagogical activities that give them tools they can use in social practices of daily life |
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