Ensino de gêneros orais : uma análise propositiva em livros de língua portuguesa do ensino fundamental

Abstract

This dissertation of Professional Masters in Vernacular Letters presents the results of a research that had as an object of study the didactic proposals for the teaching of oral genres gathered in a collection of Portuguese language textbooks of the final years of Elementary School (6th to 9th year) with emphasis on the production activities of formal public oral genres. The problem that motivated the realization of this research was based on the following questions: what space has orality occupied in textbooks? What treatment is given to formal oral public genres? The general objective was to analyze didactic proposals involving the use of orality in some textbooks of Portuguese Language, in order to verify the space and the treatment given to oral gender teaching in these materials, frequently used in school. For this, one of the collections of textbooks was chosen, composed of four volumes of the curricular component Portuguese Language, denominated Portuguese: reading production and grammar. The theoretical basis mobilized is linked to the social internal studies and theories of the genres. The methodology developed was qualitative with descriptive properties, and the data were processed in three stages: first, the structure of the four volumes of the collection was analyzed to observe the space given to the two modalities of language use. In the second moment, through records, the categorization of all the objects of the research was done, quantitatively exploring the data. Finally, the qualitative analysis and the interpretation of the didactic proposals of teaching of oral genres gathered in the manuals, in the light of the discursive genres theory (MARCUSCHI, 2001 and 2008, SCHNEUWLY and DOLZ, 2004, MARCUSCHI and DIONÍSIO, 2007), of teaching references (BRASIL, 1998), among others. The analysis of the data revealed that the didactic manuals analyzed tend to value writing and to neglect orality in general, due to the disproportion in terms of space and the treatment given to textual production involving the two modalities of language. The results lead to the conclusion that the formal public oral genres and the practice of orality itself, are not yet adequately worked out in the textbooks. This requires a greater theoretical investment by editors, teacher trainers and teachers themselves, which is why, as a result of the critical analysis, a proposal for pedagogical intervention in the form of propositions is made.