As marcas da oralidade na escrita de redações argumentativas de alunos do 8º ano

Abstract

The present research arises from the perception of a large number of orality marks in the texts of students from an 8th grade class of elementary school, in the city of Rio Bonito-RJ. Such marks impair quality and make it difficult to understand these texts. The great concern of the research is in how to improve a writing that is characterized by presenting such marks of orality, which we consider deviant in relation to formal writing and can harm the school and professional future of these students. The research aims to identify the marks of orality in school essays and try to reduce the incidence of these deviations. In this way, students should be provided with writing school essays according to the orthographic standard, which should be taught as one more possibility, in addition to what the student already has. To achieve the objective, we started from a theoretical basis, formed by the concepts of the natures of orality and writing; of literacy and the relations between orality and writing in an interactional perspective, presented in a continuum of textual genres to elaborate an intervention proposal, which uses a study notebook, which begins with the notions of language and language, text and speech, genres and textual types. Then, the characteristics of the two modalities of the language are presented: speech and writing. In the sequence, the continuum of Marcuschi (2010) textual genres is used to present the similarities and differences between the textual genres of these two modes. Finally, the presentation of the researched orality marks found in the newsrooms that served as the scope of this research.