Abordagem dos gêneros orais no livro didático do ensino fundamental II: uma análise crítica

Abstract

Orality, as a social practice, constitutes one of the essential competencies in the process of learning the mother language. Although it is widely developed in family and social spheres, its appreciation in the school context still faces challenges, especially regarding the way this language modality is addressed in textbooks. Considering that orality is a skill developed from the earliest social interactions, is comprehensible the importance of pedagogical practices that stimulate its critical thinking, reflection, and appropriate use while respecting the diversity of speech. The research had as motivation the fact that the textbook is the teacher's main resource for instruction. Therefore, the general objective of this work was to investigate the approach adopted in textbooks regarding the treatment of oral genres. The theoretical framework was based on authors such as Schneuwly and Dolz (2004), Castilho (1998), Marcuschi (2008/2010), Fávero (2000), Antunes (2009), and Fiorin (2011), who provided theoretical support on orality and oral genres aimed at the use of language in different modalities. The methodology was based on Content Analysis, as proposed by Bardin (2016), using a quantitative and qualitative research approach. This method allowed for the identification and interpretation of characteristics present in the analyzed textbook material, elucidating the reflections that support the relevance of this study. From the analysis of two textbooks, which composed the research corpus, a limited presence of oral genres was observed. This limitation demonstrates the undervaluation of orality as a social practice, highlighting the urgent need to expand its scope in classroom practices and to potentialize its treatment in the teaching of Portuguese language