Escuta compreensiva e interpretativa: ensino e aprendizagem da oralidade

Abstract

This dissertation investigates the teaching of comprehensive and interpretative listening in Portuguese Language classes, focusing on the education of middle school students. The research emerged from the perception of the scarcity of studies addressing the systematic teaching of listening as a pedagogical practice and the need to develop this skill in the school context. Based on theorists such as Bakhtin, Antunes, and Carvalho & Ferrarezi Jr., among others, the dissertation explores concepts such as verbal interaction, responsiveness, otherness, and feedback, highlighting the importance of active listening for knowledge construction and improved communicative relationships. Methodologically, this is an action research applied to an 8th-grade class in a public school in the city of Nova União/MG, using a didactic sequence composed of diagnostic activities, listening workshops, and feedback exercises. Prosody, particularly the elements of intonation, rhythm, and pauses, was used as a strategy to enhance students' listening skills. The results highlight challenges such as students9 difficulty in maintaining concentration, the need for more efficient planning, and the adaptation of technology use in the pedagogical context. The study concludes that listening education should be addressed in a systematic manner, fostering critical comprehension, meaningful verbal interaction, and citizen formation among students.