Práticas de oralidade no 4º ano do ensino fundamental: análises, possibilidades e desafios pedagógicos

Abstract

This study investigates orality practices in the 4th year of Ensino Fundamental – Early Years, examining their pedagogical possibilities and challenges. The research stems from the observation that orality, despite being outlined in the Base Nacional Comum Curricular (BNCC), remains largely unaddressed in a planned and systematic manner in schools, frequently being overshadowed in favor of written expression. In light of this, the general objective of this work is to understand how orality practices developed with 4th year Ensino Fundamental students contribute to the improvement of oral skills, identifying the possibilities and challenges involved in this process. The specific objectives are: to theoretically discuss the concept of orality and its implications for pedagogical work in the early years of Ensino Fundamental; to analyze how the 4th year Portuguese Language textbook approaches orality activities and which competencies and skills are engaged at this stage of education; to investigate how pedagogical workshops may support the implementation of orality practices in 4th year classrooms; and to identify and analyze the possibilities and challenges encountered in conducting pedagogical workshops focused on the orality strand, considering both the practices developed and the students’ perceptions. The methodology adopted was qualitative in nature, carried out through participatory research. Data were generated by means of participant observation, pedagogical workshops, and discussion circles. The data produced were organized and analyzed using Thematic Analysis. The research was conducted during the Compulsory Supervised Internship IV, in a municipal school of Ensino Fundamental, with 4th year students in the early grades of Ensino Fundamental. The study draws on scholars such as Marcuschi (1997), Chaer and Guimarães (2012), and Carvalho and Ferrarezi (2018), among others, who advocate orality as an essential social practice for the integral development of students. The results indicate that, when addressed through pedagogical workshops, orality instruction enables students to articulate ideas and express themselves orally in a more consistent manner. However, its implementation requires careful planning and guidance so that the teachable dimension of orality is not overlooked. The study concludes that orality practices are essential to ensuring students' effective and active participation in their own learning process.