Oralidade na sala de aula : concepções e registros de práticas de um grupo de professores de língua portuguesa

Abstract

The intentional use of oral language as an essential element in schooling has become a relevant theme. However, the discrepancy between theoretical productions and educational practices has raised questions as: what are the teacher’s concepts and practices about orality? According to this idea, this Doctoral Thesis aimed to verify how Portuguese Language teachers encourage the orality as a teaching and learning object in the 6th grade class of an elementary public school in the city of João Pessoa - Paraíba (Brazil), analyzing the teacher’s conceptions and practices. The theoretical base was Saussure, Bakhtin, Paulo Freire and Marcuschi. As a methodology we used a qualitative approach, with the case study and triangulation of sources and analyzes. As the results, we observed that teachers understand orality as a tool to transmit contents and as a way of interaction. Their practice revealed gaps that enclose a lack of theoretical foundation, continuing education, planning and engagement of students. Thus, take orality as a teaching object involves understanding their suitability to social practices, discourses that circulate it in their language mechanisms, and so working the language into your dialogical reality.

Date of Award	2015
Original language	Portuguese
Supervisor	Lucimar Almeida Dantas (Supervisor) & Maria Neves Leal Gonçalves (Supervisor)