SOUSA, Lenise Fernandes de.
Resumo:
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.