Desenvolvimento de gêneros orais na escola: perspectivas e desafios para a docência
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2015-05-29
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Universidade Federal de Goiás
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This dissertation aims to reflect on the teaching understanding of the pedagogical work with
oral genres, as well as observe and analyze the literacy practices that effectively take place in
the classroom. Considers that a language concept based on social interaction can not neglect
the development of oral literacy practices, constituted in different genres, guaranteed the
relevance of research: what is the understanding that teachers have of these genres and need to
develop these in room class? This content is provided in the reference curricula and go to the
planning and didactic sequences? As the oral activities are linked with the linguistic analysis?
What theoretical and methodological principles governing these practices? What relationship
do teachers interviewed established between the development of oral genres and improving
the oral proficiency of students? What genre would be most appropriate for each level of
education? The theoretical framework was based on the theory of genres of Bakhtin (2003),
reflections on literacy developed by Street (1995), Kleiman (1995), Rojo (2001) as well as the
analysis of the links between oral and written by Marcuschi (2011), studies on teaching
sequences Schneuwly and Dolz (2011) and other authors.This work is an ethnographic case
study and was developed in six public schools of the state of Goiás. As a result of the study,
we observed a binding concept of oral genre with the idea of oral participation. We also note
that after nearly three decades of implementation of oral genres in official documents such as
the National Curriculum Parameters, the teaching of these is not a pedagogical practice
regularly targeted and sustained by the curricula. From the results obtained, it was possible to
describe and reflect on the difficulties, confrontations and also on the successful practices of
teachers.
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VIANA, M. V. L. Desenvolvimento de gêneros orais na escola: perspectivas e desafios para a docência. 2015. 116 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2015.