An analysis of orality in the Curricular Proposal for the Teaching of Portuguese in the municipal education system of Juiz de Fora (MG)
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Data de Publicação: | 2018 |
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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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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 info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
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) instname:Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) instacron:INEP |
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) |
repository.mail.fl_str_mv |
||tania.castro@inep.gov.br |
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