A oralidade nas séries finais do ensino fundamental II: gênero exposição oral.

Abstract

In most cases, the orality teaching has proven more inoperable in question to make the learner able in dealing with speech in different contexts. This research aims to outline some theoretical principles of orality teaching, analyzing the oral exposure gender as privileged and appropriate instrument for the development of oral communication in public formal situations. The objective of this study is to discuss ideas relating to orality studies, highlighting the importance of working with the oral exposure gender in mother tongue classes and its treatment in textbooks. Therefore, we considered essential to work with the social practices presented in Literacy as a way to develop orality in situated and meaningful contexts for our students, besides to analyze their prior knowledge, culture and values. The research is mainly based in the PCN (1998) and within the following researchers: Marcuschi (1995, 2001, 2008, 2010), Antunes (2003, 2005, 2010, 2014), Koch (2003, 2006, 2013), Schneuwly e Dolz (2004) and Kleiman (2005). While the methodology is a literature search based on books and academic texts through a qualitative approach that seeks to explain the importance of working with orality in the classroom. For this, we presented a reflection of an activity of 9th grade basic education textbook “Vontade de saber português” about the seminar gender, making a study about the theories of orality and the practice used in that book.