Gêneros orais formais na escola: a entrevista coletiva como estratégia de ensino em turmas de 6º e 7º anos do ensino fundamental

Abstract

This dissertation presents a proposal for teaching the Portuguese language based on formal public oral genres, specifically, the collective interview. It is observed that, despite being mentioned in the National Curriculum Parameters (1997) and later in the National Common Curricular Base (2017), there is a low presence of public formal oral genres in teaching practices in Portuguese language teaching. The idea of activity is based on the assumption of improving orality through writing, as according to Marcuschi (2010) there is a constant dynamism in the continuum between speech and writing. The author states that speech and writing are not dichotomous pairs, nor does supremacy exist between them. Therefore, it is necessary to reflect on the place of orality in formal education. Bakhtin (2003) sought to understand the importance of discourse genres and their strict relationship with social practices, basing the study also on other researchers, such as Schneuwly and Dolz (2011), who believe that the use of the genres in the classroom makes it possible to relate social practices and school objects. For this reason, it was decided to work with the collective interview in classes of 6th and 7th years of Elementary School, because besides being provided for in the BNCC, it is an essentially heterogeneous oral genre that allows reflection on its configurations regarding structural stability. and the flexibility that is present in different interaction situations that explore other genres. Therefore, we propose a didactic sequence involving the production of the formal oral genre collective interview.