Atividades de escuta no Ensino Fundamental II de Língua Portuguesa: por que e como realizá-las

Abstract

The present research focuses on listening process of understanding and interpreting oral texts as a practice in Elementary School II. At first, a brief review of the available bibliography on the subject, currently scarce in the national language, in different areas of knowledge, is developed. Next, it is defended the thesis that the socio-cognitive competences involved in the comprehension of written texts coincide with those activated in the interpretation of oral texts, using the theoretical repertoire of authors such as Marcuschi, Maingueneau and Koch, among others. At the same time, it is also maintained that the act of listening plays a crucial role in the communicative capacity of the speakers, since it results in the exercise of active interpretation, while there are numerous social conventions that define the proper behavior of the listener, which need to be critically evaluated and exercised in school. Such a scenario, however, does not seem to find much support in the practice suggested by textbooks. In order to prove this hypothesis and assuming the didactic book as a privileged resource, namely in the Brazilian public school, we analyze not only the relevance attributed to the proposals of listening activities present in the collections of the 6th to 9th grade of Elementary School (EF) selected and indicated by the Ministry of Education (MEC), in its Guide of the National Program of Didactic Book (PNLD), as well as the pertinence of the discursive genres worked on such proposals, since the National Curriculum Parameters of Portuguese Language (PCNLP) suggest, preferably, those belonging to the public sphere. It should be noted that the PCNLP, an official document that presents a set of theoretical and methodological guidelines for the teaching of Portuguese language, highlight the study of textual genres as one of the axes of teaching practice and have national coverage in what they recommend. The PNLD, in turn, guarantees to millions of Brazilian students in Elementary School II the access to textbooks of six curricular components, including the Portuguese Language, hence the relevance of the research. Finally, methodological suggestions are made for listening activities within the classroom