A oralidade nas aulas de língua portuguesa do ensino médio no semiárido nordestino: uma análise sobre as práticas docentes

• Ano de defesa: 2021
• Autor(a) principal: Santos, Rosângela Ívina Araújo dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Semi-Árido; Brasil; Centro de Ciências Agrárias - CCA; UFERSA; Programa de Pós-Graduação em Ensino
• Palavras-chave em Português: Ensino da oralidade; Gêneros orais; Prática docente; Formação inicial; Orality teaching; Oral Genres; Teacher practice; Initial education; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: https://repositorio.ufersa.edu.br/handle/prefix/7333

This work aims at analyzing the practices regarding the teaching of oral skills in the Ensino Médio’s Portuguese classes of the Brazilian Northeast Semiarid Region, taking these teachers's initial formation as a point of departure. Our theoretical ground is Volóchinov’s idea of language as well as Textual Linguistics, Conversation Analysis and Moltimodality as proposed by authors such as Marcuschi e Dionisio (2007), Magalhães (2008); (2018), Dolz e Schineuwly (2004), Forte-Ferreira (2014), Goodwin (2007), Mondada (2018). Methodology-wise, our research is qualitative (MINAYO, 2001) and exploratory (LAKATOS; MARCONI, 2003). To accomplish our goals, we applied an online survey to a group of 12 teachers and based our conclusions in their answers focusing primordially on their level of education and their classroom practices for the teaching of oral skills. It is important to reinforce that this work was approved by the Ethic Committee in Scientific Research, protocol 4.253.872. Our conclusion leads us to consider that an effective work with orality may not be well integrated into teachers' initial education which directs those professionals to reproduce misconceptions about the topic that, most of the times, come from their intuition and beliefs