Linguagem oral e contexto escolar : um estudo sobre a percepção do professor do ensino fundamental sobre a linguagem

• Ano de defesa: 2012
• Autor(a) principal: Leandro, Dilene Maria Araújo
• Orientador(a): Aguiar, Marígia Ana de Moura
• Banca de defesa: Caiado, Roberta Varginha Ramos , Moura, Tany Mara Monfredini Cordeiro de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Pernambuco
• Programa de Pós-Graduação: Mestrado em Ciências da Linguagem
• Departamento: Ciências da Linguagem
• País: BR
• Palavras-chave em Português: oralidade; linguagem e línguas; língua portuguesa - estudo e ensino; dissertações
• Palavras-chave em Inglês: orality; linguage and languages; portuguese language - tudy and teaching; dissertations
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: http://tede2.unicap.br:8080/handle/tede/764

This research had as its object of study oral language in the school context. Although the productions are numerous academic studies on the oral and concentration of efforts to implement meaningful practice working with this type of language in the classroom, still perceive a gap between what is taught by teachers of English in their training and practice of these teachers. From this evidence it is thought that the purpose of this study, which was to investigate the treatment of oral language by teachers who work in the final years of elementary school. This is a qualitative study based on the theoretical contributions of Bakhtin ([1979] 2002), Marcuschi (1993, 2005, 2007, 2008a, 2008b), Koch (2005, 2007.2011), Biber (1988), Beaugrande (1997), Ali (2003), focusing on issues dealing with the job Oral language in the context of interactionism. This perspective suggests a new configuration in the Portuguese language classes and a change of attitude of the school as a whole in relation to work with the language. For a better understanding of the role that the school plays as a training institution, this research was performed with analysis of official documents that guide the teaching practice, interviews with five teachers participating in the research and drafted a joint between official documents and planning education each of the subjects. It was observed that there is an effective link between these documents and the proposed indications in teacher planning. The results also show that working with the oral language may be more bound to do individual teaching of each subject than the possible indications given in these documents, teachers still feel the need for continuing education courses specific to work orality since the understanding of the methods involving oral language is complex and challenging.