Propostas de atividades na língua oral no livro didático de língua portuguesa da EJA: encontro e desencontros
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2016
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Este trabalho aborda as atividades propostas no livro didático de Língua Portuguesa, com enfoque na modalidade oral da língua, com objetivo de investigar se essas atividades contribuem para o desenvolvimento das competências comunicativa e argumentativa do aluno em instância pública. Considerou-se pressupostos teóricos da Linguística da Enunciação de Benveniste (2005,2006), Bakhtin e Volochinov (2006), associados a conceitos de língua oral de Havelock (1994), Ong (1986), Olson (1995) e Marcuschi (2003), bem como da Sociolinguística, como Labov (2008), Scherre (1996) dentre outros, para associar, na sequência, as características da oralidade e ensino observando os conceitos de competências comunicativa e argumentativa, noção de livro didático, os PCNs e Proposta Curricular da EJA. Os procedimentos metodológicos foram pautados em uma pesquisa mista qualitativa e quantitativa, composta por um corpus constituído a partir de propostas de atividades do livro didático focadas na língua oral, uma entrevista semiestruturada com dez docentes da rede pública de ensino e coleta de dados por meio da técnica de observação em sala de aula. Foi realizada uma triangulação dos dados coletados com a fundamentação teórica e documental. Assim, os resultados apontam uma acentuada discrepância entre as atividades, os conceitos apresentados pelos professores entrevistados e suas metodologias com os pressupostos teóricos e os documentos oficiais, deixando evidente que a língua oral como objeto de ensino ainda não ocupa um lugar de destaque em sala de aula.
This work deals with the proposed activities in the textbook of Portuguese Language, with emphasis on oral modality of language, in order to investigate whether these activities contribute to the development of communicative and argumentative skills of the student in the public instance. It were considered theoretical principles of Linguistics of Enunciation Benveniste (2005,2006), Bakhtin and Voloshinov (2006), associated with concepts of oral language from Havelock (1994), Ong (1986), Olson (1995) and Marcuschi (2003) as well as of Sociolinguistics, such as Labov (2008), Scherre (1996) among others, to associate, then, the features of orality and teaching observing the concepts of communicative and argumentative skills, sense of Textbooks, PCNs and Curriculum Proposal EJA. The methodological procedures were based on a qualitative and quantitative joint research, made up of a corpus from proposed activities of the Textbook focused on oral language, semi-structured interviews with ten teachers from the public school system and data collect through observation technique in the classroom. It was held a triangulation of data collected with the theoretical and documentary foundation. Thereby, the results show a marked discrepancy between activities, the concepts presented by the teachers interviewed and their methodologies with the theoretical assumptions and official documents, making it clear that oral language as a teaching object still does not occupy a prominent place in the classroom.
This work deals with the proposed activities in the textbook of Portuguese Language, with emphasis on oral modality of language, in order to investigate whether these activities contribute to the development of communicative and argumentative skills of the student in the public instance. It were considered theoretical principles of Linguistics of Enunciation Benveniste (2005,2006), Bakhtin and Voloshinov (2006), associated with concepts of oral language from Havelock (1994), Ong (1986), Olson (1995) and Marcuschi (2003) as well as of Sociolinguistics, such as Labov (2008), Scherre (1996) among others, to associate, then, the features of orality and teaching observing the concepts of communicative and argumentative skills, sense of Textbooks, PCNs and Curriculum Proposal EJA. The methodological procedures were based on a qualitative and quantitative joint research, made up of a corpus from proposed activities of the Textbook focused on oral language, semi-structured interviews with ten teachers from the public school system and data collect through observation technique in the classroom. It was held a triangulation of data collected with the theoretical and documentary foundation. Thereby, the results show a marked discrepancy between activities, the concepts presented by the teachers interviewed and their methodologies with the theoretical assumptions and official documents, making it clear that oral language as a teaching object still does not occupy a prominent place in the classroom.
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Orientação: Zélia Granja Porto ; co-orientação: José Bernardino Duarte
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DOUTORAMENTO EM EDUCAÇÃO, RECURSOS EDUCATIVOS, LIVROS, DESENVOLVIMENTO DE COMPETÊNCIAS, COMUNICAÇÃO ORAL, LÍNGUA PORTUGUESA, ATIVIDADES SOCIOEDUCATIVAS, DIDÁTICA, ORALIDADE, EDUCAÇÃO DE JOVENS, EDUCAÇÃO DE ADULTOS, EDUCATION, EDUCATIONAL RESOURCES, BOOKS, SKILLS DEVELOPMENT, ORAL COMMUNICATION, PORTUGUESE LANGUAGE, DIDACTICS, ORALITY, YOUTH EDUCATION, ADULT EDUCATION, EDUCAÇÃO