A abordagem da oralidade em turmas de educação de pessoas jovens e adultas: possibilidades didáticas.

Abstract

This work investigates the approach of orality in classes for Education of Young People and Adults (EYPA), seeking to understand the space destined to this modality of the language in Portuguese classes, and the impact generated by the work - or lack thereof - in students' academic and/or social everyday life. The approach of our research is qualitative-interpretative, as well as exploratory for the objectives. In this perspective, we interviewed teachers and students and proposed didactic procedures based on the analyzed data, such as the inclusion, in the Portuguese teachers’ planning and work, of practical activities involving orality in different discursive situations. We started from the theoretical reflections regarding orality, mainly by Fávero, Andrade and Aquino (2002), Ventola (1979) and Marcuschi (2001). We observed that the difficulty of the Portuguese teacher in finding a methodology that best adapts with age diversity of the EYPA contributes directly to the practices in the classroom, contemplating written texts more and little is done to include orality. We also found that, even when working with a simple approach, when orality activities are present in classrooms, they can better develop students’ communication, thereby exceeding the school environment. Thus, the importance of a more detailed approach to orality is clear, understanding it as one of the modalities of language in a non-dichotomous relationship with writing, therefore helping the student to move through different discursive situations and to better develop competence of oral practices.