Oralidade na sala de aula : concepções e registros de práticas de um grupo de professores de língua portuguesa
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2015
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O uso intencional da linguagem oral, enquanto elemento fundamental na escolarização, tem se tornado tema relevante. Contudo, a discrepância entre as produções teóricas e a prática educativa tem suscitado questionamentos, dentre eles, quais as concepções e práticas de oralidade que possuem os professores? Diante do exposto, a presente Tese objetivou verificar como professores de Língua Portuguesa fomentam a oralidade enquanto objeto de ensino e aprendizagem em turmas do 6º ano do Ensino Fundamental II, na rede pública municipal, na cidade de João Pessoa - Paraíba (Brasil), analisando suas concepções e práticas. O estudo foi conduzido tendo como base teórica os postulados de Saussure (1995), Bakhtin (1992, 2006), Freire (1996, 2005) e Marcuschi (2003). Como metodologia, utilizou-se uma abordagem qualitativa, com a estratégia de estudo de caso, com triangulação das fontes e das análises, a partir da Análise de Conteúdo (Bardin, 1995). Observou-se uma concepção do oral enquanto fala, instrumento para transmitir conteúdos e como meio de interação. A práxis dos participantes revelou lacunas que englobam a falta de fundamentação teórica, de formação continuada, de planejamento e envolvimento dos estudantes. Destarte, tomar a oralidade como objeto de ensino envolve compreender sua adequação às práticas sociais, os discursos que nela circulam e seus mecanismos linguísticos, e assim trabalhar a língua em sua realidade dialógica.
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.
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.
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Orientação : Lucimar Almeida Dantas ; co-orientação : Maria Neves Gonçalves
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DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, EDUCATION, LINGUAGEM, LANGUAGE, ORALIDADE, ORALITY, LÍNGUA PORTUGUESA, PORTUGUESE LANGUAGE