A competência comunicativa oral por meio da leitura literária: um caminho possível
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Data
2018-02-23
Autores
Francisco, Aline Aparecida Rodrigues
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Universidade Estadual Paulista (Unesp)
Resumo
A docência em língua materna nos permitiu perceber a centralidade do ensino na modalidade escrita da língua e, em contrapartida, a relativa negligência no que se refere ao estudo da modalidade oral, a despeito de sua relevância no cotidiano social. Junto dessa problemática, verificamos também que o ensino da leitura literária no ensino fundamental II é relegado a segundo plano. Assim, tanto o ensino da oralidade quanto da leitura literária são efetuados de forma assistemática. A posterior constatação referente à carência de trabalhos que abordem o ensino e aprendizagem da leitura literária e da modalidade oral da língua materna nos levou ao seguinte questionamento: Como proceder, na prática docente, para tentar minimizar o problema? Pressupomos que há a possibilidade de propor o ensino da oralidade partindo de situações comunicativas emergidas da leitura do texto literário. Dessa forma, partindo da problemática e da hipótese acima descritas, passamos a buscar fundamentos teóricos para a proposição de uma sequência didática que se mostre adequada ao ensino conjunto da modalidade oral da língua portuguesa e da leitura de um texto literário, visando à ampliação da capacidade comunicativa oral dos estudantes. O recorte necessário nos fez pensar em um trabalho voltado para turmas de nono ano do ensino fundamental e com o gênero discursivo debate de opinião, uma vez que este faz parte do conteúdo curricular do referido ano/série. Para a leitura literária selecionamos uma adaptação do romance “Os Miseráveis” de Victor Hugo. Uma vez que objetivamos suscitar conhecimentos para aplicação prática, optamos pela metodologia qualitativa de natureza aplicada. Ancoramos-nos em estudos acerca do ensino de língua materna e oralidade realizados, entre outros, por Antunes (2003), Bakhtin (2003), Marchuschi (2010), Neves (2015), Freire (2011), Travaglia (2009), Faraco (2008), Ramos (1997), Castilho (2002), Bortoni-Ricardo (2005), Preti (2000), Soares (2001). Para as questões relacionadas ao ensino da leitura literária nos apoiamos nas pesquisas de Cândido (1995), Zilberman (2009), Jobim (2009), Cosson (2009), Sanfelice (2015), Lajolo (2009), Colomer (2007) Cereja (2005), Rezende (2010), Leahy-Dios (2004), Coelho (2000), dentre outros. Intentamos com isso pensar em maneiras de garantir tanto a inserção da leitura literária nesse período da educação básica quanto a necessária reflexão acerca das formas de comunicação, especificamente dos gêneros discursivos orais públicos, aqueles que exigem maior monitoramento. Concluímos que o sólido embasamento teórico contribui qualitativamente para a ação docente e para o ensino de língua materna, possibilitando que o processo de ensino e aprendizagem se torne mais significativo.
Teaching in the mother tongue allowed us to perceive the centrality of teaching in the written form of the language and, on the other hand, the relative negligence regarding the study of the oral modality, despite its relevance in everyday social life. Alongside this problem, we also find that the teaching of literary reading in elementary school II is relegated to the background. Thus, both the teaching of orality and literary reading are carried out in an unsystematic way. The subsequent verification regarding the lack of studies that address the teaching and learning of literary reading and the oral modality of the mother tongue led us to the following question: How to proceed, in the teaching practice, to try to minimize the problem? We assume that there is the possibility of proposing the teaching of orality starting from communicative situations emerged from reading the literary text. Thus, starting from the problematic and the hypothesis described above, we start to seek theoretical foundations for the proposition of a didactic sequence that is adequate to the joint teaching of the oral modality of the Portuguese language and the reading of a literary text, aiming at the expansion of the capacity communication. The necessary cut made us think of a work aimed at ninth grade elementary school classes and with the discursive genre opinion debate, since this is part of the curricular content of the referred year / series. For the literary reading we selected an adaptation of the novel "The Miserables" of Victor Hugo. Since we aim to raise knowledge for practical application, we opted for the qualitative methodology of applied nature. We are interested in studies on mother-tongue and orallanguage teaching conducted by Antunes (2003), Bakhtin (2003), Marchuschi (2010), Neves (2015), Freire (2011), Travaglia (2008), Ramos (1997), Castilho (2002), Bortoni-Ricardo (2005), Preti (2000) and Soares (2001). For the questions related to the teaching of literary reading, we support the research of Candido (1995), Zilberman (2009), Jobim (2009), Cosson (2009), Sanfelice (2015), Lajolo 2005), Rezende (2010), Leahy-Dios (2004), Coelho (2000), among others. We try to think of ways to guarantee both the insertion of literary reading in this period of basic education and the necessary reflection on the forms of communication, specifically the public oral discursive genres, those that require greater monitoring. We conclude that the solid theoretical foundation contributes qualitatively to the teaching action and to the teaching of the mother tongue, allowing the teaching and learning process to become more meaningful
Teaching in the mother tongue allowed us to perceive the centrality of teaching in the written form of the language and, on the other hand, the relative negligence regarding the study of the oral modality, despite its relevance in everyday social life. Alongside this problem, we also find that the teaching of literary reading in elementary school II is relegated to the background. Thus, both the teaching of orality and literary reading are carried out in an unsystematic way. The subsequent verification regarding the lack of studies that address the teaching and learning of literary reading and the oral modality of the mother tongue led us to the following question: How to proceed, in the teaching practice, to try to minimize the problem? We assume that there is the possibility of proposing the teaching of orality starting from communicative situations emerged from reading the literary text. Thus, starting from the problematic and the hypothesis described above, we start to seek theoretical foundations for the proposition of a didactic sequence that is adequate to the joint teaching of the oral modality of the Portuguese language and the reading of a literary text, aiming at the expansion of the capacity communication. The necessary cut made us think of a work aimed at ninth grade elementary school classes and with the discursive genre opinion debate, since this is part of the curricular content of the referred year / series. For the literary reading we selected an adaptation of the novel "The Miserables" of Victor Hugo. Since we aim to raise knowledge for practical application, we opted for the qualitative methodology of applied nature. We are interested in studies on mother-tongue and orallanguage teaching conducted by Antunes (2003), Bakhtin (2003), Marchuschi (2010), Neves (2015), Freire (2011), Travaglia (2008), Ramos (1997), Castilho (2002), Bortoni-Ricardo (2005), Preti (2000) and Soares (2001). For the questions related to the teaching of literary reading, we support the research of Candido (1995), Zilberman (2009), Jobim (2009), Cosson (2009), Sanfelice (2015), Lajolo 2005), Rezende (2010), Leahy-Dios (2004), Coelho (2000), among others. We try to think of ways to guarantee both the insertion of literary reading in this period of basic education and the necessary reflection on the forms of communication, specifically the public oral discursive genres, those that require greater monitoring. We conclude that the solid theoretical foundation contributes qualitatively to the teaching action and to the teaching of the mother tongue, allowing the teaching and learning process to become more meaningful
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Língua materna - Estudo e ensino, Literatura, Leitura, Comunicação oral