Pr?ticas orais na disciplina de l?ngua portuguesa: ensino do g?nero entrevista de emprego

• Ano de defesa: 2017
• Autor(a) principal: Alves, Bianka Thompson
• Orientador(a): Silva, Gerson Rodrigues da
• Banca de defesa: Silva, Gerson Rodrigues da , Rodrigues, Andrea , Pereira, Marli Hermenegilda
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Rio de Janeiro
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Letras
• Departamento: Instituto de Ci?ncias Humanas e Sociais
• País: Brasil
• Palavras-chave em Português: Ensino; G?nero textual; Oralidade
• Palavras-chave em Inglês: Teaching; Textual genre; Orality
• Área do conhecimento CNPq: Lingu?stica
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/5218

Based on the studies of Textual Linguistics and from a socio-interactionist conception, which understands the language as a social instrument, it was sought to reflect and develop, in the present work, a pedagogical activity related to orality. To do so, we present the project "Oral Practices: Simulating a Job Interview", developed through a didactic sequence, with students from a class from the ninth grade of the Public School of Rio de Janeiro City. Considering that the teaching of the mother tongue should be directed to contextualized communicative practices, according to their sociocultural use, in different communicative possibilities, the importance of orality was emphasized as a modality of communication to be worked and developed in the school environment. However, there are few pedagogical materials and practices aimed at this learning. It was observed, therefore, that in the classroom reality, there is still the evaluation of writing in relation to orality by most teachers. Thus, in the face of such problems, it was suggested that professionals in the area re-evaluate and reformulate the teaching of the oral modality in order to increase the linguistic capacity of the student, make him reflect on the relevance of speech in different contexts in order to make it capable of manifesting orally in various social settings, at varying levels of formality. Thus, according to Marcuschi (2010), when he states that verbal communication is only possible through some textual genre, which is a sociodiscursive entity, and according to the National Curriculum Parameters (NCP), which state that the work with the genders addressing social, cultural, communicative and linguistic aspects, the study of language through this process was defended. In this regard, as it is the school's duty to allow the student access to the formal oral genres, it had been suggested to work with the oral gender job interview, adapting it to the needs and perspectives of the selected public. Based on action research, the theoretical and methodological materials offered by the Municipal Department of Education of the City of Rio de Janeiro and a questionnaire, prepared by the researcher and answered by Portuguese Language teachers with SME-RJ, were used as tools of analysis. the objective of verifying how the oral modality is present in their classroom practices. It was noticed that both the material and the teaching staff do not leave much to be desired in relation to the study and analysis of the formal oral modality of the language in the school routine. Given this, given the need to offer the same importance of writing and orality, didactic intervention was applied, culminating in the production of a video that simulates a job interview. Although not easy, it has been found that working with oral genres is critical for the critical, reflexive, autonomous development of the student and for his / her training as a citizen