Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Azevedo, Viviane Tavares de Gois
 |
| Orientador(a): |
Reis, Marileia Silva dos |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal de Sergipe
|
| Programa de Pós-Graduação: |
Pós-Graduação em Letras
|
| Departamento: |
Não Informado pela instituição
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://ri.ufs.br/handle/riufs/5687
|
Resumo: |
We are oral people, despite the undeniable contribution of writing in society. The work proposed here focuses on language as social action and speech as a central activity in our lives. Our goal is to analyze the space of oral language in textbooks and teaching conception. Thus, we investigated how the oral genres are included in the teaching material. We selected the textbook most widely adopted in the 1st year of high school in the State System of Aracaju-SE and interviewed school teachers from which the book mentioned was adopted in order to study how this insertion of oral is evaluated and how the work on it is developed. The determination of such a cut is justified by observing a lack of research on oral language, specifically, in the school reality of Sergipe. The focus given to the selection of the textbook and a teacher of the 1st year of high school is justified by data on school drop out and failure brought on by the School Census 2014. As theoretical reference we had Marcuschi (2001; 2007; 2008), Bazerman (2006) Antunes (2009), Favero; Andrade and Aquino (2012) and Costa Maciel (2013), among others. To achieve our goals, methodologically, we had two stages: (1) qualitative and quantitative analysis of the textbook ―Português: linguagens em conexão‖ (Portuguese: languages in connection). (2) interview with a teacher in an attempt to investigate: a) goals for teaching the mother tongue; b) perception and evaluation of the textbook; c) space for the orality in the book; d) space for the speaking skills in teaching practice (objectives, activities, evaluation, reaction of students and teacher training). In our analysis of the didactic material, we note that, despite the inclusion of speech as a teaching axis, including the official documents (LDB, PCNs, OCEM, PNLD) and a considerable increase in the presence of oral genres in the Textbook, speech is not an object of study, since its insertion comes down to the directions/suggestions that make up text production scripts, dispensing an effective work with linguistic variations and degrees of formality, for example. We also noticed that some activities addresses peech in such a way that strengthens the dichotomy (speech versus writing), disregarding the existence of typological continuum. Regarding the teaching practice, we can say that working with the oral genres basically refers to the ones brought by the textbook, whose approach was assessed positively by the teacher. We showed also that sometimes the speech is still relegated to the place of error or the "everything is possible‖. Nevertheless we see that orality comprises the teaching goals of the teacher, through genres like roleplaying, opinion debate the and seminar. Regarding the assessment of these activities, the teacher points out the difficulties in dealing with the oral and the need for improvements for both students, at the time of the presentations, and for teachers‘ training regarding this axis of teaching. Thus, we consider the incipient presence of the Speaking in the teaching material and we emphasize the need for a more consistent and systematic work of Speaking as an axis of the teaching of Portuguese Language throughout the book. In relation to the teaching practice, it is evident the need for investment in continuous training in order to provide access to more consistent proposals aimed at the didactization of the oral. |
