Da BNCC às possibilidades para a sala de aula: o ensino da oralidade nos anos finais do ensino fundamental a partir do campo artístico-literário sob a perspectiva dos letramentos de reexistência

• Ano de defesa: 2022
• Autor(a) principal: Melo, Wltenize Izolina Ferreira de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Linguística e ensino; Mestrado Profissional em Linguística; UFPB
• Palavras-chave em Português: Linguística - Oralidade; Ensino fundamental - Anos finais; Base Nacional Comum Curricular - BNCC; Campo artístico-literário; Letramentos de reexistência; Linguistics - Orality; Elementary School - Final Years; Artistic-literary field; Letters of reexistence; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/26316

The teaching of orality is still very omitted and/or lacking in Basic Education. With this, it brings with it controversies between what is expected and what actually happens in the classroom, especially in the “what” and “how” of teaching this language practice, so that the activities that contemplate it are systematic, continuous and progressive, as defended by Schneuwly and Dolz (2004), Antunes (2009), Carvalho and Ferrarezi Jr. (2018). In this context, the teacher seeks theoretical-methodological guidance from different sources, such as curricular and/or guiding documents – National Curriculum Parameters (PCN, BRASIL, 1998) and Common National Curriculum Base (BNCC, BRASIL, 2017), for example –, teaching materials, theoretical texts or lesson plans, as an apparatus for their teaching practice. In view of this, our research proposed to analyze how the teaching of orality, according to the guidelines of the BNCC (BRASIL, 2017), materializes the development of the general competences expected for the teaching of Portuguese Language in the Final Years of Elementary School through the didacticization of the guidelines in lesson plans. Thus, in addition to the analysis of the official document, the research also provides an opportunity for the analysis of lesson plans aligned with the base, as a resource for teaching the guidelines more accessible to the teacher. Thus, this is a research carried out from a from a corpus composed of two analysis, which, respectively, are configured as the first and second stages of data collection: the BNCC (2017) clipping regarding the orality axis for the Final Years of Elementary School in the Portuguese language curriculum component; and BNCC-aligned new school lesson plans (2017) available for the Final Years of Elementary School on the teaching of orality. Both were treated from a qualitative research, with a descriptive-interpretative, exploratory and documental methodology. The results revealed some gaps regarding the teaching of orality. Among them, at BNCC, there are gaps in the fields of public life (in the 6º and 7º year) and especially in the artistic-literary; in the lesson plans, the scarcity of specific skills related to the artistic-literary field, when it comes to the orality axis, was highlighted: a fact that was also verified in the analysis of the BNCC. Due to this discrepancy observed with the analysis of the data, our research proposes an intervention proposal, whose focus is on working with orality, more specifically through the exploration of the artistic-literary field, using literacies of reexistence that make the study of oral practices. So, from the triad orality, artistic-literary field and literacies of reexistence, the didactic-interventionist proposal supports the development of oral practices through work with textual genres, such as rap, TEDx Talks, the interview, the poem and, especially the podcast. Thus, it is expected with the didactic proposal to fill the gaps identified in the BNCC regarding the objects of knowledge, skills and competences of the orality axis, especially in the artistic-literary field, taking as a reference the theoretical assumptions about the teachable dimensions of orality, such as such as: listening/understanding of oral texts, the production of oral texts, speech and writing, careful evaluation (what and how to evaluate) and fundamental ethical principles.