A exposição oral na apresentação do trabalho de conclusão do fundamental (TCF) : o slide como apoio à oralidade

Abstract

The dissertation presents the result of a research that had as main objective to offer theoretical and methodological subsidies that aid in the development of the oral presentation of the student in the presentation of the Conclusion of Fundamental Work (Trabalho de Conclusão do Fundamental – TCF), with the slide as a support for orality. The TCF is a group work based on scientific research for students of the final years of Elementary School of the state education network of Pernambuco. The research is based on the conception of language as social practice and on the study of textual genres anchored in the interactionist and sociodiscursive perspective, with emphasis on the Marcuschi (2007 and 2008) approaches; Antunes (2003); Schneuwly, Dolz et al. (2004); with influences of Bakhtin and Vygotsky. Thus, we understand orality in this research as an interactive practice in the context of social practices, which must be approached as an object of teaching in the classroom in a systematic way within a process of didatization. The study also emphasizes the importance of the use of technological tools in school, highlighting the slide as a tool that supports oral exposition, based mainly on SherryTurkle (2003), Polito (2016) and Xavier (2010). The work methodology was based on action research (THIOLLENT, 2005) and videography (MEIRA, 1994) was used to collect TCF presentations, considering a more effective way of recording orality. We began with the application of survey questionnaires and the videography of the initial seminar of the TCF, and then workshops were produced and applied with the oral and slide presentation genre, after which TCF evaluation sheets were produced and applied on the same day of the videography of the final seminar. With this, we made a comparative analysis of the data collected and concluded that the oral presentation and the use of the slide is highly requested in the classroom, but it is little taught. We identified that the systematic work done in the classroom contributed to the learning of the oral presentation genre with slide support. Finally, we constructed a didactic proposition with the instruments (Workshop of oral exposition, Workshop of elaboration of slide and Evaluation sheets), that can come to collaborate with the teaching of the oral exhibition genre in classroom with support of slide.