Desenho de um programa didático de desenvolvimento da competência comunicativa oral (CCO): Uma visão sociocultural da linguagem

• Autor(a) principal: Monteiro, Carla Cristina Fernandes
• Data de Publicação: 2020
• Outros Autores: Viana, Fernanda Leopoldina Parente, Veloso, João
• Tipo de documento: Livro
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://hdl.handle.net/10216/131136
• topic: Ciências da linguagem; language sciences

The turn of the century paved the way for oral language to become an object of reflection, namely in the educational context. Until then, speaking, as a communicative competence, has been a neglected skill in the teaching process of the Portuguese language within middle school, when compared to the percentage of time devoted to spoken and written comprehension, writing, and grammar.The absence of a highly demanding level in this area, mainly based on the difficulty that teachers experience in assessing their students' oral performances, seems to be associated to the lack of reliable pedagogical tools. Thus, the development of effective, wellstructured, and systematic materials is crucial, so that students' oral training can be fully implemented in the classroom, based on methodologies and active pedagogical strategies that promote the development of these skills. To fil this gap, it was built the program for the development of the oral communicative competence (OCC) - Communication and Oral Expression: speaking, listening and reading in middle school (7th grade). The development of the personality is a social process (Halliday, 1978), and language, due to its social function, plays, in this context, a prominent role. Based on the theoretical assumption of teaching praxis grounded on a functional dimension of language, the program is organized in 13 didactic units that allow students to work oral and written comprehension / expression, literary education and verbal and nonverbal communication systems - in line with the Portuguese L1 syllabus contents. This structure was outlined in a logic of establishing didactic objectives, reviewing and operationalizing concepts, carrying out diversified activities and evaluating strategies.