Práticas de oralidade: o gênero debate e a argumentação através das fábulas
Carregando...
Arquivos
Data
2021-01-27
Autores
Moraes, Rosemeire Lozano
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
O ensino da língua em sua modalidade oral tem sido compreendido, em algumas abordagens, como livre expressão, discussão, troca de opinião, ou oralização de textos escritos. Desenvolver a oralidade é uma das habilidades que se espera nos primeiros anos de escolaridade, no entanto, no ensino fundamental, o estudo sistematizado da modalidade oral ainda é uma prática muito pouco oportunizada. Nesse sentido, objetivamos investigar a importância de se abordar os gêneros orais argumentativos em sala de aula, especificamente o debate de opinião, gênero que tem por finalidade discutir uma questão controversa entre interlocutores, para o desenvolvimento do domínio da oralidade e ampliação da capacidade argumentativa. Esta pesquisa justifica-se pelo fato de a argumentação ser um processo cognitivo e social que fomenta a construção de conhecimentos e instaura processos discursivos através da linguagem humana. Busca-se discutir, especificamente, a importância do trabalho com a oralidade em sala de aula, tendo como ancoragem teórica Marcuschi (2003; 2005; 2007; 2008; 2010), Schneuwly e Dolz (2011), Bakhtin (2000) Ribeiro (2009) e Castilho (1990), entre outros. Como proposta de intervenção, utilizaremos o modelo de sequência didática apresentado por Dolz, Noverraz e Schneuwly (2011), com o propósito de ajudar o aluno a dominar melhor o gênero oral debate, permitindo-lhe falar de maneira adequada numa dada situação de comunicação. Espera-se que essa proposta possa contribuir para o desenvolvimento das habilidades e competências relacionadas à oralidade e à argumentação.
The teaching of language in its oral modality has been understood, in some approaches, as free expression, discussion, exchange of opinion, or the oralization of written texts. Developing orality is one of the skills expected in the first years of schooling, however, in elementary school, the systematized study of the oral modality is still a poorly explored practice. In this sense, we aimed to investigate the importance of addressing the oral argumentative genres in the classroom, specifically the debate of opinion, a genre that aims to discuss a controversial issue among interlocutors, for the development of the field of orality and expansion of argumentative capacity. This research is justified by the fact that argumentation is a cognitive and social process that promotes the construction of knowledge and establishes discursive processes through human language. We hope to discuss, specifically, the importance of working with orality in the classroom, having as theoretical anchorage Marcuschi (2003; 2005; 2007; 2008; 2010), Schneuwly and Dolz (2011), Bakhtin (2000) Ribeiro (2009) and Castilho (1990), among others. As an intervention proposal, we will use the didactic sequence model presented by Dolz, Noverraz and Schneuwly (2011), with the purpose of helping the student to better master the oral debate genre, allowing him to speak appropriately in each communication situation. It is expected that this proposal can contribute to the development of skills and competencies related to orality and argumentation.
The teaching of language in its oral modality has been understood, in some approaches, as free expression, discussion, exchange of opinion, or the oralization of written texts. Developing orality is one of the skills expected in the first years of schooling, however, in elementary school, the systematized study of the oral modality is still a poorly explored practice. In this sense, we aimed to investigate the importance of addressing the oral argumentative genres in the classroom, specifically the debate of opinion, a genre that aims to discuss a controversial issue among interlocutors, for the development of the field of orality and expansion of argumentative capacity. This research is justified by the fact that argumentation is a cognitive and social process that promotes the construction of knowledge and establishes discursive processes through human language. We hope to discuss, specifically, the importance of working with orality in the classroom, having as theoretical anchorage Marcuschi (2003; 2005; 2007; 2008; 2010), Schneuwly and Dolz (2011), Bakhtin (2000) Ribeiro (2009) and Castilho (1990), among others. As an intervention proposal, we will use the didactic sequence model presented by Dolz, Noverraz and Schneuwly (2011), with the purpose of helping the student to better master the oral debate genre, allowing him to speak appropriately in each communication situation. It is expected that this proposal can contribute to the development of skills and competencies related to orality and argumentation.
Descrição
Palavras-chave
Oralidade, Argumentação, Debate, Orality, Argumentation, Debate