CONCEPÇÕES DO ENSINO DE ORALIDADE EM UMA PROPOSTA CURRICULAR DE LÍNGUA PORTUGUESA

ANOS INICIAIS

Abstract

This work investigates the concepts of teaching orality in the Portuguese Language Curriculum Proposal of the municipal education system in Juiz de Fora (MG), early years of elementary school. As theoretical and conceptual bases, we are mainly linked to the perspectives of Marcuschi (2001) and Schneuwly and Dolz (2004), among others, who address the relationship between orality and literacy in a non-dichotomous bias, as well as discuss directions for teaching through oral genres in basic schooling. As a methodology, we carried out a documentary research, considering a priori and emerging categories of the corpus. The data reveal that a) the concept of orality in the document is linked to a non-dichotomous perspective; b) there are diverse oral genres suitable for working with orality at school, with two fields of action being the most focused - everyday life and artistic-literary - and the least - practical studies and research; c) there are fewer skills indicated for the orality axis than for reading, writing and linguistic/semiotic analysis. As the curricular analyzes seek to understand the basic concepts of the documents, as well as to indicate possible articulations with the teacher's didactic action, we can thus implement training practices that can go beyond the limits found.