O ensino da oralidade na escola: uma proposta de trabalho com a - contação de histórias II

• Autor(a) principal: Medeiros, Solange Aparecida
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do UNIOESTE
• Texto Completo: http://tede.unioeste.br:8080/tede/handle/tede/946
• topic: Oralidade; Sequência didática; Contação de histórias; Orality; Didactic sequence; Storytelling.; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS

Express itself more efficiently at all times, in a clear and organized manner, can make students able to excel socially and professionally. In such a way, this research is focused on working with orality in school, because is at the school environment where is possible to provide the students a set of skills that will prepare them for the communication demands that will certainly be presented. Historically, in the process of teaching and learning, this discursive mode has never owned and still did not own a definitive place in Portuguese classes. One reason which leads to this situation is the fact that we, Portuguese teachers, have less knowledge about oral genres and about his teaching. As a theoretical basis for the preparation of this research, we seek to support, first, at the studies prepared by the Circle of Bakhtin (2003) as regards to language, idiom and genres. In order to verify the understanding and treatment offered to the orality teaching in the classroom, we adopted a proposal for a qualitative study, consequently becoming a quantitative interpretation. Along these lines, we performed the analysis of a questionnaire applied to 10 teachers from 07 state schools in the city of Guaíra-Pr. The information obtained, allowed us to reflect on the treatment of teaching orality in Portuguese classes in that municipality. After the results of the analysis, we established and propose a pedagogical didactic work making use of the didactic sequence methodology (DOLZ, NOVERRAZ AND SCHNEUWLY, 2004) around the "storytelling" to be applied to a class of 6th grade of elementary school, as methodological subsidies for us, Portuguese teachers, and as a learning tool for students. We opted for the genre in question because its "multissemiótica" nature can provide students with the primary access not only the content, but also the different ways in which oral exposure (storytelling) might work, and the different resources that allow this operation