Práticas de oralidade como perspectiva de letramento, mediadas pela rádio escolar

• Ano de defesa: 2016
• Autor(a) principal: Lima, Maria do Carmo Prado de Jesus
• Orientador(a): Reis, Mariléia Silva dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Sergipe
• Programa de Pós-Graduação: Pós-Graduação Profissional em Letras
• País: Brasil
• Palavras-chave em Português: Ensino fundamental; Letramento; Oralidade; Rádio Escolar; Programas de rádio
• Palavras-chave em Inglês: Education; Literacy; Orality; Radio School
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://ri.ufs.br/handle/riufs/6426

This work is an interventionist proposal and applied involving oral genres, which came from a practice less elaborate for a closer formal writing, ie a more monitored form used in formal communication public situations, culminating in the production of radio programs presented to the school community and elaborated by students from 5th to 9th grade and students of the Youth and Adult Education of Elementary Education (EJAEF II - STAGE 1) of a public school in Itabaiana / SE, in which the researcher works. The main objective of this proposal is to prepare students for the use of oral genres in different situations of communication, alerting them to the adequacy of language in different contexts of use. Besides the creation of programs elaborated a movie maker explaining reasons for an approach of orality and steps for building a work plan aimed at developing the oral expression of students. For such practices were conducting workshops in schools on formal oral genres, leading the students to reflect on the importance of orality for interaction and the formation of the citizen. Our reflections were backed by the Parâmetros Curriculares Nacionais (PCN), Base Nacional Comum - still under review - (BNC), as well as theoretical as Bakhtin (1992, 2002), Baltar (2008, 2010, 2012), Marcuschi (1995, 2008 , 2010), Marcuschi and Dionisio (2007), Milanez (1993), Schnewly and Dolz (2004), and other researchers in the field in question. The results showed that the students had the highest area of non-verbal resources present in the communication as well as a greater ability to reflect on their linguistic choices with regard to the discursive context.