Desenvolvimento da linguagem oral nos anos iniciais do ensino fundamental: explorando a exposição oral

Abstract

This master thesis discusses the importance of a systematic and intentional work with orality in the early years of Elementary School. With the intention of not only contributing to the teaching of oral genres, but also to propose an efficient alternative, which starts from an intentional pedagogical practice for the teaching of this modality, it was sought to elaborate a didactic sequence for the teaching of Oral Exposure. The guiding question that supported this research was: How does the overlap between the intentional activity with the spoken language and the elaborations that children make about/with the spoken language, through the work with didactic sequence? Besides trying to answer the central question, this work aims at: thematizing the didactic sequence as a modality of teaching organization and its possibilities to potentialize the learning of oral genres, more specifically, the oral exposure; present a proposal of work on oral gender, through which activities of awareness of spoken language are developed with the objective of making the child cognitively ascend and extend the scientific knowledge about the spoken language itself; and, finally, to observe and understand how children behave and what knowledge they elaborate in face of what is worked on about this modality of the language through the didactic sequence. With a qualitative approach, this work had the research-action as methodological option. The fieldwork was carried out in a public school in the municipality of Estação/RS, with a 5th grade class. The basic theoretical reference involves Dickel and her collaborators (2016), Marcuschi (2003), Schneuwly, Dolz and his collaborators (2004), Vygotsky (2010), Dolz, Noverraz and Schneuwly (2004), Gomes-Santos (2012). With the analysis made of the data produced through video recordings of classes and children's productions, it can be concluded that the more learning and awareness situations are offered to children, the more they are able to advance about scientific knowledge in relation to oral language. It has also been found that this is possible when oral language is taken as an object of knowledge to be worked on and it is given a place in planning. It was verified that, along with the teacher's instruction about the knowledge worked, the activities of self-regulation and the interaction between peers are powerful strategies of awareness, because they allow reflection on the knowledge that is being built. In addition, studies that defend the didactic sequence as an efficient tool in teaching the oral modality of the language have been corroborated. It was observed, through it, that the development of oral language was qualified, that the students appropriated the knowledge in such a way that they were able to trigger it satisfactorily at the moment of their final oral exposures, evidencing how much they cognitively ascended considering this object of knowledge. In view of this, it became evident the elaboration of children in relation to the knowledge of selecting, comparing and organizing information on a theme in different media; the properties of gender and appropriate language, including the organization of speech, regulatory activities in the process of (re)elaboration of children, strategies for progression of the theme - exemplification, reformulation, narrativization, comment -, the support material as support for the speech and the explicitness of technical terms.