O eixo de oralidade em materiais didáticos: por uma defesa do oral autônomo

Abstract

This dissertation is the result of an action research study (Thiollent, 2011) conducted within the context of the Professional Master’s Program in Letters – PROFLETRAS – at the Federal University of Juiz de Fora. The research aims, in general, to discuss the work with orality in basic education. To this end, the objective is to analyze the activity sequences involving oral genres in the teaching material of Colégio Tiradentes of PMMG (CTPM), identifying to what extent the adopted workbook aligns with the autonomous oral approach proposal. In addition to this analysis, the study seeks to investigate signs of language capacity development by comparing the initial and final productions of video reviews created by 7th-grade students from the institution. The initial productions were carried out after the activities proposed by the school's adopted teaching material, while the final ones were produced following the development of a customized teaching resource by the teacher-researcher, based on the diagnosis of the first productions. These activities comprise the Pedagogical Notebook that accompanies this dissertation. The research is based on the language perspective of SocioDiscursive Interactionism (Bronckart, 2006), reflections on the teaching of autonomous orality (Dolz, Schneuwly; Haller, 2004; Cavalcante, 2007; Cristóvão, 2013; Magalhães, 2021; Marcuschi, 2004), and the concept of language capacities (Cristóvão, Stutz, 2011; Dolz, 2004). Initially, the research focused on analyzing the oral genres present in the aforementioned teaching material, revealing that, among the studied stages, there was little emphasis on the constitutive aspects of orality. We found that the genres listed for study in the material presented gaps, in view of the autonomous oral perspective, in the stages that make up the orality section in the collection. The material works with 8 oral genres. Of these, only 25% (Journalistic Interview and Oral Review) present a model text and this occurs in only one of the stages developed for the systematization of the genres. In the genre preparation stage, only the Radio Spot – 12.5% – presented an approach considered satisfactory regarding the aspects of orality such as kinesics, linguistics, paralinguistics and extralinguistics. This value is repeated in stage 3, production, since only the Podcast genre for scientific dissemination brings, in the systematization of the genre, an approach to the aspects of orality. Through the analysis of the initial productions—created after the application of the video review sequence presented in the students’ teaching material—and the final productions—developed after the application of activities from the material designed by the teacher-researcher—it was possible to compare data. The results suggested that students showed signs of progress, particularly in multisemiotic language capacity, which encompasses operations related to the constitutive aspects of orality. The data indicate that the indexes for the multisemiotic capacity that involved the use of background and music in the production of video reviews jumped, respectively, from 1 student (8.3%) who was concerned with the initial recording environment to 6 students (50%), as well as 91.3% of the students who had not planned to use background music in the first text and we advanced the data to only 2 students (16.6%) who continued not to use music in their video reviews.However, in other capacities, such as action and discursive capacities, the data did not show significant changes, as these operations involved aspects that were already consolidated among the students from the first production. Regarding the capacities of signification and linguistic-discursive aspects, the data evolved progressively, as the final texts presented overall better indicators compared to the initial ones. Thus, besides aiming to contribute to the development of students’ language capacities, as evidenced by the research results, this study also seeks to promote the teaching of autonomous orality, which remains largely overlooked in linguistic theory and teaching materials in Brazil and is only marginally addressed in the analyzed collection. Furthermore, our goal is to discuss ways in which teachers can reinterpret mandatory teaching materials, making the work with orality more legitimate and contributing to their continuous professional development.