Análise do desenvolvimento da oralidade através da contação de textos literários

Abstract

This study had its origin in the observation of the importance of orality in the classroom and, at the same time, in the verification of students' difficulties in oral expression, especially in public speech. Thus, a teaching project was developed, aiming to favor the development of orality of Basic School students, based on the conviction of the importance of this ability in the various instances of Brazilian social reality. The contributions of literary reading to the achievement of this development was also considered in the research, considering also the role of a school committed to student protagonism and social insertion of students. For this purpose, literary texts were used as a tool, since this genre's use develops, among other things, the organization of ideas, memorization, vocabulary selection, acting with language, very important things for oral discourse. The objective was to show that oral storytelling turns better the development of the oral discourse of the students, which can be verified in the teaching project process' analysis. The study was carried out with 9th grade students at a municipal school in the city of Betim / MG and was characterized as a qualitative research based on the methodological directions of Lüdke and André (1986), Bortoni-Ricardo (2008) and Baldissera (2001). In relation to the theoretical reference, researching about orality in teaching was based mainly on the studies of Schneuwly, B. and Dolz, J. (2004) that approach the teaching of the oral and written genres in the school; Marcuschi (2010), regarding the process of retextualization (from writing to speaking); Castilho (2006), on orality in teaching; Dalla Zen (1997) and Lajolo (2000) about the importance of literature; Magalhães Junior (1972) and Gotlib (1985), in consideration of storytelling and its origins.