O trabalho com a oralidade nas aulas de Língua Portuguesa no Ensino Fundamental: o gênero debate.

Abstract

In this work, we have as main objective to analyze and develop how the teaching of orality is given in the school context, through activities that include the students' oral capacity and sufficient competence to position themselves before real social situations, using the textual gender debate . Specifically, we aim to: a) develop the critical-reflective capacity of the students, taking as a means of activity, the oral debate public debate; b) analyze how this orality is constructed in the school in the face of the annual planning of the series of the third and fourth cycles of elementary education II; c) establish a counterpoint between literacy and orality, taking into account oral literacy and demystifying "written" literacy; d) show that oral literacy also occurs in school, not only in the social environments in which students are inserted, and e) evidence the contribution of oral teaching in teaching-learning in Portuguese-speaking classes. For this, we developed activities with students enrolled in the 9th year of elementary education II, at the David Trindade EMEF school, located in the district of Mangabeira, João Pessoa, PB, resulting from the student's participation, as trainee, enrolled in the subjects of Mandatory Stage, of the licentiate course in Portuguese Letters of the Federal University of Paraíba. The interest in these studies had its origin in observing how difficult it was for the pupils to express themselves or participate in oral form of Portuguese classes. Moreover, the teaching of orality is scarce in the final grades of elementary school II, considering the contribution of this modality of language to the construction of the reflective and citizen being, which is objectified by official documents. As a theoretical framework, we used the following authors: Antunes (2009), PCN's (1998/2000), Cosson (2011), Marcushi (2008), Fávero (2005), Ong (1998), Bakhtin Motta-Roth (2002) and Red (2004). All the research was planned based on the basic sequence method of Cosson (2011). We started by reading a text present in the textbook of the school until the final debate before a simulated jury. The present research, when looking to analyze the oral forms of teaching in the classroom and how the effects of this teaching impact on the learning of these students, is of great relevance, considering the investigation of oral literacy and how this literacy promotes student development critical-reflexive approach proposed by the NCPs, in addition to making them participative in Portuguese-language classes.