Falar, escutar, ler e escrever na escola

Abstract

The dissertation discusses the importance of speaking, listening, reading and writing texts at school. It is intended to investigate how the work for the development of these skills in the textbooks of Portuguese elementary education II. The study focuses on the reflection on the presence of oral genres in the activities of reading and textual production (oral and written) in the book. The theoretical basis is based on Freire (2003), Dolz et alii (2004), Dolz and Gagnon (2015), Geraldi (1997, 2014), Koch and Elias (2015), Ramos (1997), Marcuschi , Matácio (2003), Antunes (2003), Dell'Isola (2007), Machado (2015), Prieto (2014), Travaglia (1993, 2003) and in the National Curricular Parameters of Elementary School. Some concepts related to the proposed theme were studied, such as: theory and practice of teaching reading and writing, orality, literacy, reading reception, retextualization activity, speech and writing characteristics, importance of listening and storytelling and its accountants, the role of the school in reading teaching and the training of readers. The corpus is composed of three collections, the most common in the public schools of the city of Rio de Janeiro, of Portuguese textbooks approved by the National Program of Didactic Books of Portuguese for the triennium 2017-2019, destined to Elementary School - 6th to 9th year. It proposes an activity of listening, reading and producing text (oral and written) from oral narratives. Therefore, it is hoped, with this study, to emphasize the relevance of the work with oral texts and, mainly, to demonstrate the value of the practice of listening in the formation of the students.