O ensino e a aprendizagem da oralidade na eja: uma experiência a partir do gênero debate regrado.

Abstract

This manuscript is part of a master's dissertation developed from research and dialogue in the Study and Research Group on Literacy, Literacy and Teaching Practices in the Amazon (GALPDA/CNPq), which began in the first half of 2021. This study proposes a reflection on the teaching and learning of orality through a didactic-pedagogical approach based on the discursive genre „regulated debate‟ in a 2nd stage class of Youth and Adult Education (EJA), in a municipal public school in Ananindeua/PA. The general objective is to examine the influence of the regulated debate genre on the development of oral communication skills, using Fake News as the central theme. The theoretical foundation is based on the studies of Volóchinov (2019[1926]); Bakhtin (2016[1979]); Dolz and Schneuwly (2004); Carvalho and Ferrarezi (2018); Geraldi (2012); Kleiman (2007); Freire (2013) among others. Methodologically, this is qualitative-interpretative research, with a theoretical-methodological bias based on the discursive genre regulated debate.