An analysis of orality in the Curricular Proposal for the Teaching of Portuguese in the municipal education system of Juiz de Fora (MG)

Detalhes bibliográficos
Autor(a) principal: Guedes Magalhães, Tânia
Data de Publicação: 2018
Outros Autores: de Almeida Bessa Carvalho, Thalita
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira de Estudos Pedagógicos (Online)
Texto Completo: https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/3321
Resumo: This paper analyzes the notion and school practices of orality in the Curricular Proposal for the Teaching of Portuguese in the municipal education system of Juiz de Fora (MG). This analysis is based on the theoretical assumptions of socio-discursive interactionism, associated with the perspective of the orality-literacy continuum, as well as the grounds proposed to approach orality in the classroom, through which there is a defense of the orality teaching as means for a citizen formation. Grounded in an interactional notion of language, genres are understood as teaching devices, which carry social meanings and also guide the language action. In school, genres provide a possibility to learn through real discursive situations, enabling an expansion of the students' language skills. Thus, this research proposes a document analysis, defining categories from the principles that guide the didactic work with orality. Data indicate that: a) the document presents an interactional conception of language, aligned to the principles of socio-discursive interactionism; b) such conception supports an orality-teaching proposal based on the continuum perspective and articulated to a non-dichotomous view of the oral-written relation; c) genres are key to the development of language skills, constituting an independent oral learning proposal. Nevertheless, data show no re-textualization activities and linguistic reflection over orality, highlighting the prevalence of the oral production.
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spelling An analysis of orality in the Curricular Proposal for the Teaching of Portuguese in the municipal education system of Juiz de Fora (MG)Análise do eixo da oralidade na Proposta Curricular de Língua Portuguesa da rede municipal de ensino de Juiz de Fora (MG)oralitytextual genrescurricular proposal.oralidadegêneros textuaisproposta curricular.This paper analyzes the notion and school practices of orality in the Curricular Proposal for the Teaching of Portuguese in the municipal education system of Juiz de Fora (MG). This analysis is based on the theoretical assumptions of socio-discursive interactionism, associated with the perspective of the orality-literacy continuum, as well as the grounds proposed to approach orality in the classroom, through which there is a defense of the orality teaching as means for a citizen formation. Grounded in an interactional notion of language, genres are understood as teaching devices, which carry social meanings and also guide the language action. In school, genres provide a possibility to learn through real discursive situations, enabling an expansion of the students' language skills. Thus, this research proposes a document analysis, defining categories from the principles that guide the didactic work with orality. Data indicate that: a) the document presents an interactional conception of language, aligned to the principles of socio-discursive interactionism; b) such conception supports an orality-teaching proposal based on the continuum perspective and articulated to a non-dichotomous view of the oral-written relation; c) genres are key to the development of language skills, constituting an independent oral learning proposal. Nevertheless, data show no re-textualization activities and linguistic reflection over orality, highlighting the prevalence of the oral production.Este artigo apresenta análise da concepção e das práticas escolares de oralidade na Proposta Curricular de Língua Portuguesa da rede municipal de ensino de Juiz de Fora (MG). Toma como base os pressupostos teóricos do interacionismo sociodiscursivo, conjugado à perspectiva do continuum oralidade–letramento, bem como os eixos propostos para o trabalho com a oralidade em sala de aula, por meio dos quais se defende o ensino da oralidade com vistas a uma formação cidadã. Fundamentando-se em uma concepção interacionista de linguagem, consideram-se os gêneros como objetos de ensino, que carregam significações sociais e orientam a ação de linguagem. Na escola, para que seja possível ampliar as capacidades de linguagem dos alunos, os gêneros trazem a possibilidade de aprendizagem por meio de situações discursivas reais. Propõe-se análise documental, estabelecendo categorias baseadas nos pressupostos orientadores do trabalho didático com a oralidade. Os dados indicam que: a) o documento apresenta uma concepção interacionista de linguagem, alinhando-se aos princípios do interacionismo sociodiscursivo; b) tal concepção sustenta uma proposta de ensino de oralidade embasada na perspectiva do continuum e articulada à visão não dicotômica da relação oral-escrito; e c) os gêneros textuais são centrais no desenvolvimento de capacidades de linguagem, configurando-se uma proposta de aprendizagem do oral autônomo. Não obstante, os dados revelam ausência de indicação de atividades sobre retextualização e reflexão linguística no eixo da oralidade, evidenciando predominância da produção oral.  INEP2018-05-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/332110.24109/2176-6681.rbep.99i251.3247Revista Brasileira de Estudos Pedagógicos; v. 99 n. 251 (2018)Revista Brasileña de Estudios Pedagógicos; Vol. 99 Núm. 251 (2018)Brazilian Journal of Pedagogical Studies ; Vol 99 No 251 (2018)2176-66810034-718310.24109/2176-6681.rbep.99i251reponame:Revista Brasileira de Estudos Pedagógicos (Online)instname:Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)instacron:INEPporhttps://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/3321/305610.24109/2176-6681.rbep.99i251.3056Guedes Magalhães, Tâniade Almeida Bessa Carvalho, Thalitainfo:eu-repo/semantics/openAccess2024-02-27T17:30:26Zoai:ojs3.inep:article/3321Revistahttp://emaberto.inep.gov.br/index.php/rbepPUBhttps://old.scielo.br/oai/scielo-oai.php||tania.castro@inep.gov.br2176-66810034-7183opendoar:2024-02-27T17:30:26Revista Brasileira de Estudos Pedagógicos (Online) - Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)false
dc.title.none.fl_str_mv An analysis of orality in the Curricular Proposal for the Teaching of Portuguese in the municipal education system of Juiz de Fora (MG)
Análise do eixo da oralidade na Proposta Curricular de Língua Portuguesa da rede municipal de ensino de Juiz de Fora (MG)
title An analysis of orality in the Curricular Proposal for the Teaching of Portuguese in the municipal education system of Juiz de Fora (MG)
spellingShingle An analysis of orality in the Curricular Proposal for the Teaching of Portuguese in the municipal education system of Juiz de Fora (MG)
Guedes Magalhães, Tânia
orality
textual genres
curricular proposal.
oralidade
gêneros textuais
proposta curricular.
title_short An analysis of orality in the Curricular Proposal for the Teaching of Portuguese in the municipal education system of Juiz de Fora (MG)
title_full An analysis of orality in the Curricular Proposal for the Teaching of Portuguese in the municipal education system of Juiz de Fora (MG)
title_fullStr An analysis of orality in the Curricular Proposal for the Teaching of Portuguese in the municipal education system of Juiz de Fora (MG)
title_full_unstemmed An analysis of orality in the Curricular Proposal for the Teaching of Portuguese in the municipal education system of Juiz de Fora (MG)
title_sort An analysis of orality in the Curricular Proposal for the Teaching of Portuguese in the municipal education system of Juiz de Fora (MG)
author Guedes Magalhães, Tânia
author_facet Guedes Magalhães, Tânia
de Almeida Bessa Carvalho, Thalita
author_role author
author2 de Almeida Bessa Carvalho, Thalita
author2_role author
dc.contributor.author.fl_str_mv Guedes Magalhães, Tânia
de Almeida Bessa Carvalho, Thalita
dc.subject.por.fl_str_mv orality
textual genres
curricular proposal.
oralidade
gêneros textuais
proposta curricular.
topic orality
textual genres
curricular proposal.
oralidade
gêneros textuais
proposta curricular.
description This paper analyzes the notion and school practices of orality in the Curricular Proposal for the Teaching of Portuguese in the municipal education system of Juiz de Fora (MG). This analysis is based on the theoretical assumptions of socio-discursive interactionism, associated with the perspective of the orality-literacy continuum, as well as the grounds proposed to approach orality in the classroom, through which there is a defense of the orality teaching as means for a citizen formation. Grounded in an interactional notion of language, genres are understood as teaching devices, which carry social meanings and also guide the language action. In school, genres provide a possibility to learn through real discursive situations, enabling an expansion of the students' language skills. Thus, this research proposes a document analysis, defining categories from the principles that guide the didactic work with orality. Data indicate that: a) the document presents an interactional conception of language, aligned to the principles of socio-discursive interactionism; b) such conception supports an orality-teaching proposal based on the continuum perspective and articulated to a non-dichotomous view of the oral-written relation; c) genres are key to the development of language skills, constituting an independent oral learning proposal. Nevertheless, data show no re-textualization activities and linguistic reflection over orality, highlighting the prevalence of the oral production.
publishDate 2018
dc.date.none.fl_str_mv 2018-05-09
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/3321
10.24109/2176-6681.rbep.99i251.3247
url https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/3321
identifier_str_mv 10.24109/2176-6681.rbep.99i251.3247
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/3321/3056
10.24109/2176-6681.rbep.99i251.3056
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv INEP
publisher.none.fl_str_mv INEP
dc.source.none.fl_str_mv Revista Brasileira de Estudos Pedagógicos; v. 99 n. 251 (2018)
Revista Brasileña de Estudios Pedagógicos; Vol. 99 Núm. 251 (2018)
Brazilian Journal of Pedagogical Studies ; Vol 99 No 251 (2018)
2176-6681
0034-7183
10.24109/2176-6681.rbep.99i251
reponame:Revista Brasileira de Estudos Pedagógicos (Online)
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instname_str Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)
instacron_str INEP
institution INEP
reponame_str Revista Brasileira de Estudos Pedagógicos (Online)
collection Revista Brasileira de Estudos Pedagógicos (Online)
repository.name.fl_str_mv Revista Brasileira de Estudos Pedagógicos (Online) - Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)
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