ORALITY AND LANGUAGE CONCEPTIONS IN THE PROCESS OF FORMAL LITERACY INSTRUCTION

• Autor(a) principal: de Oliveira Brotto, Ivete Janice
• Data de Publicação: 2009
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Travessias (Cascavel. Online)
• Texto Completo: https://e-revista.unioeste.br/index.php/travessias/article/view/3446
• topic: Oralidade; Linguagem; Alfabetização escolarizada.

Orality is one of the key points that guides the teacher in the teaching ofPortuguese at any level. The way orality is considered in the literacy instruction process shows,consciously or not, the language conception that underlies the teaching of language at this stageof the child’s schooling. In this perspective, this article aims at analyzing utterances of literacyteachers concerning their understanding on orality when they teach the written language everydayin their classrooms. The analyses were based on the Bakhtinian theory, especially the categoriesdialogism and alterity, the latter seen as ‘the Other’. The analyses were carried out with theunderstanding that language is social interaction, which, similarly, can be seen as the Bakhtin’sconcept of utterance. The teachers’ utterances showed, by inference or not, different conceptionsof orality and, consequently, different conceptions of language, particularly written languagem.Nevertheless, when the teachers unveiled their language conception, they also unveiled their interlocutors, that is, those with whom they somehow share the conceptions on what and howthey teach: their Others.