A LOOK AT ORALITY: REFLECTIONS ON THE DIALOGIC PERSPECTIVE IN PORTUGUESE LANGUAGE TEACHING
Nombre: AMANDA CAMPOS CÂNDIDO
Fecha de publicación: 01/08/2025
Junta de examinadores:
Nombre |
Rol |
|---|---|
| MAYELLI CALDAS DE CASTRO | Examinador Externo |
| REGINA GODINHO DE ALCANTARA | Presidente |
| RITA DE CASSIA CRISTOFOLETI | Examinador Interno |
Resumen: This study focused on the work with orality and the production of oral discursive genres in the context of the final years of elementary school. The objective was to analyze which concepts support the practices of Portuguese Language teachers in the final years of the Municipal Network of Cariacica - Espírito Santo (ES), in order to understand the approach to working with orality and identify possibilities, obstacles and challenges associated with these practices. Aiming at understanding and analyzing the data produced, a conception of language anchored in the enunciative- discursive perspective was mobilized, especially from the contributions of Mikhail Bakhtin and his Circle. In the field of teaching orality, the study dialogued with the studies of Fávero, Andrade and Aquino (2014), Marcuschi (2001, 2008) and Travaglia (2017), which offer important theoretical and methodological support for working with oral genres in the school context. It also started from the understanding that enunciation is, by nature, argumentation. Furthermore, the contributions of Azevedo et al. (2023) and Goulart (2007) were used. This is a qualitative, exploratory research conducted on two fronts: documentary consultation and application of an online questionnaire. Through the documentary consultation, a mismatch was observed between the conception of enunciative-discursive language defended by the documents and its practical application, marked by the logic of competencies and skills. Based on the questionnaires applied, it was identified that teachers recognize the importance of orality, but face challenges, such as lack of time, resources, indiscipline and low student participation. Despite this, there are efforts to expand language practices, although grammatical approaches still predominate. The study made it possible to develop a didactic plan that composes the educational product of this research. Thus, the material, which will be validated by teachers from the Municipal Network of Cariacica, arises from the need to align pedagogical proposals with concrete practices, the challenges faced and the expectations of teachers. With a focus on strengthening the teaching of oral skills in the classroom, the proposal was intended to be flexible and adaptable, being constructed from real or simulated/fictionalized situations, connected to the experiences and sociocultural contexts of students.
