O tratamento dos gêneros orais em livros didáticos do ensino fundamental II.

Abstract

The present work adopts the perspective of the continnum of the speech-writing relationship, in which the two modalities of the language are considered as instruments that perform the verbal interaction from several textual/discursive genres, in different situational contexts. Thus, the concept of speech as the place of spontaneity and sloppiness in relation to the standard language, and the conception of writing as being homogeneous and formal in any context, are totally undone, since the two modalities are always subject to variations, because both are dependent on their contexts of use (ANTUNES, 2003). Based on this assumption, the present research aims to discuss the importance of oral teaching and the treatment given to textual/oral discursive genres in LP classes. Thus, we have as general objective to analyze how the activities that refer to the oral uses of the language are approached in LDs of Elementary School II, used in a public school of the municipality of São José de Piranhas – PB. In order to achieve this goal, the following specific objectives were defined: To discuss the importance of developing the oral communicative capacity of the language; to verify, in the light of discursive and interactionist theories, how oral genres are approached in primary school LDs and, finally, to suggest interactive activities for classroom work with the oral language modality. In order to carry out this research of a bibliographical and documentary nature, we take as contributions the National Curricular Parameters (1998), Antunes (2003), Marcuschi (2001, 2005, 2007), Schneuwly (2004), Bakhtin (2011), Crescitelli and Reis (2014), among others, who have defended a teaching of language as a social practice. It was found the absence of the work with the specificities of the oral modality of the language in the LDs, because they do not effectively systematize the formal and functional aspects of the difference between oral and written texts, as well as the similarities between oral and written modalities. Furthermore, oral production proposals also do not address the influences that one modality exerts on the other.