SÁ, E. R.; http://lattes.cnpq.br/9866334284119679; SÁ, Erislândia Rejane de.
Résumé:
This research has as main focus a discussion about the teaching / learning of the oral modality, in Portuguese Language classes, at the fundamental level of schooling. As a guiding axis, we point out the need for the subject to develop linguistic-discursive skills, through divergent genres, in the most diverse interactive contexts of his daily life, both in those that are configured as more spontaneous, as in the most ritualized. From this perspective, we are guided by the questions: What is the space occupied by the oral genre? Is there a systematized work that promotes a reflection on the use of orality, in order to allow the development of the students' communicative practices? Which genres are prioritized for this practice? We define, therefore, as a general objective, to analyze and discuss if and how the oral discursive genres are approached in the teaching practices of Portuguese Language, with a view to presenting a proposal of intervention, based on the work with the discursive oral discourse genre, as a means to expand the school and social literacy of the students. The subjects considered, within the scope of this research, are three Portuguese Language teachers from the final years of
Elementary School, from a Municipal School in the city of Pombal-PB. In order to collect the data that constitute the corpora of this study, we carried out the application of a questionnaire, which enabled us to question the teacher about his professional training and classroom practices, whose enunciations allowed us to recognize the theoretical conceptions adopted, regarding the genres oral discursives, language and language, teaching perspectives and methodological didactic procedures developed by teachers of mother tongue, for the treatment of curricular contents, focusing on the axis of oral language. As a theoretical basis, on the teaching of language and orality, this research is subsidized by contemporary applied linguistics, starting from theories that have as intersection point the enunciative perspective of language studies, especially, from the postulates of Antunes (2003, 2007), Bakhtin (1995,2000), Bortoni-Ricardo (2008), Elias (2014), Marcuschi (2001, 2005), Rojo (2005, 2009),Schneuwly and Dolz (2004) among other theorists who emphasize relevance of work with oral language in school learning. In this sense, the research undertaken here is based on the list of qualitative studies, carried out in Post-Graduate Programs in Teacher Training, at the national level, based on National Curricular Parameters (BRAZIL, PCN, 1998), which include guidelines for the practice of orality in Elementary School, and points to the perspective that it is feasible to construct didactic actions that consider the systematization / didatization of oral genres in the mother tongue classes. The results validated our initial hypothesis, based on our teaching experience, that the space destined to the study of the oral modality of language as a teachable instance in the teaching / learning practices undertaken by teachers of Portuguese Language is insufficient for the construction and / or improvement of the pupil's oral communicative competence, since the culture of the supremacy of writing still prevails.
