Festival de oratória no 4º ano do ensino fundamental: uma proposta de abordagem do preconceito linguístico na escola

• Ano de defesa: 2024
• Autor(a) principal: Silva, Flávia Aparecida da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Letras (Mestrado Profissional)
• Palavras-chave em Português: Ensino de língua portuguesa; Portuguese Language Teaching.; Linguistic Prejudice; Elementary School-Early Years.; Oral Presentation; Oratory.; Oratória; Ensino Fundamental; Preconceito linguístico; exposição oral; Ensino Fundamental-Anos iniciais; CNPQ::LINGUISTICA, LETRAS E ARTES; Linguística; Ensino fundamental; Língua portuguesa - Estudo e ensino (Educação permanente); ODS::ODS 4. Educação de qualidade - Assegurar a educação inclusiva, e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos.
• Link de acesso: https://repositorio.ufu.br/handle/123456789/43095; http://doi.org/10.14393/ufu.di.2024.292

The present research developed within the PROFLETRAS-UFU program aimed to create a didactic proposal for Elementary School - Early Years - based on the oral presentation genre. The goal was to raise students' awareness about the heterogeneity of the Portuguese language in use and to make them aware of linguistic prejudice and the importance of combating it. To achieve this, six workshops were designed and implemented. Additionally, an oratory festival was held with 4th-grade students from a municipal school in Itumbiara-GO. The theoretical foundation for the didactic proposal was based on the genre approach by Bakhtin (2011) and Marcuschi (2008; 2010), as well as the contributions of Sociolinguistics to Portuguese language teaching (Cf. Bortoni-Ricardo (2004; 2005), Bagno (2009), Faraco (2008), Faraco and Zilles (2015; 2017)), and Freire (2021a; 2021b) regarding the development of student autonomy. Additionally, the guidelines of the Base Nacional Comum Curricular (Brazil, 2018) were considered to align the workshops with this document. The methodology adopted was action research by Thiollent (1986), which provides the possibility for both researchers and students to reflect and produce knowledge leading to personal and collective actions in favor of linguistic respect. To foster students' scientific literacy (Cunha, 2017; Sasseron; Carvalho, 2011) and promote youth protagonism in the school context, learners were encouraged to actively participate in the proposed learning processes. The analyses revealed that the oral presentation genre can be effectively worked with 4th-grade students, serving as a mediating tool in developing reading, writing, and text production skills. The culmination of the didactic proposal through the Oratory Festival proved to be an action that consolidates youth protagonism as a tool in the construction of autonomy. We hope that our didactic proposal can encourage reflection among teachers in the early years of Elementary School, regarding the fact that language teaching should be provocative, in the sense that children should understand from an early age what language in use is and its heterogeneous nature, thus combating all forms of linguistic prejudice, which are deeply rooted in our society.