Oralidade, ensino e cidadania: a contação de histórias como prática interativa em sala de aula.

Abstract

Orality, as one of the modalities of the Portuguese language, over the years, has suffered numerous forms of prejudice, in many cases, becoming much less prestigious, to the detriment of the written modality, which is considered highly prestigious. This research aims to investigate and describe the contribution of orality as a means that enables communication and student interaction, favoring the formation of the student as a literate, critical and capable of defending their opinions, in classes of the 6th and 9th years of Elementary School , from a municipal public school in Acopiara­CE. Thus, regarding the methodology, the research is descriptive, inductive, qualitative and documentary. It has as subjects two public school teachers and focuses on analysis the didactic support material used in the classroom by such subjects and through semi­structured interviews that deal with the academic education of the said teachers, as well as the work with oral genres in classroom. The theoretical framework is supported by Applied Linguistics, based on theories that substantially support and support the study in question, such as the propositions of Bakhtin (2003), Marcuschi (2008, 2010), Elias (2014), Bortoni­Ricardo & Machado (2013), Koch (2013), Schneuwly & Dolz (2004), Antunes (2009), Benveniste (2006), as well as the National Curriculum Parameters (BRAZIL, 1997) and the Common Curricular National Base (BRAZIL, 2017). After analyzing the data, we found little exploitation of oral genres in didactic support materials, as well as the lack of more solid and systematic concepts around orality and the genres it encloses, for Portuguese language teachers in their classroom practices. of class. In order to contribute to changing this situation, we present at the end of this work an intervention proposal based on a Storytelling Project to be applied to Portuguese Language teachers in Elementary School II.