Como a oralidade desperta o protagonismo dentro da sala de aula
Although we have learned to speak before writing, one can see the little relevance that has been given to the oral genres within the classroom. In this research we will see how orality can help the teacher in the construction of student knowledge. We will present a discussion about orality and orali...
| Autor principal: | Dias, Cláudia |
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| Formato: | Trabalho de Conclusão de Curso (Especialização) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2020
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/18910 |
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| Resumo: |
Although we have learned to speak before writing, one can see the little relevance that has been given to the oral genres within the classroom. In this research we will see how orality can help the teacher in the construction of student knowledge. We will present a discussion about orality and oralization within the school context and its relevance. The study will deal with the oral presentation genre and we will seek to identify how this practice is being approached within the classroom. We analyze how the oral presentation can awaken in the student the linguistic awareness and the protagonism. This practice can be identified from observations made in the classroom of a public school with a student of the 9th grade elementary school cycle. This study may contribute to the fact that teachers not only know the importance of oral exposition in the school context and the social life of the student, but also develop a systematic work in the classroom, starting from a sequence of significant activities that will result in linguistic awareness and autonomy of the cultured language. |
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