Formação e capacidades docentes para o trabalho com a oralidade na escola

Abstract

This work analyzes the mobilization of teaching capacities required to work with orality in the basic school. We developed a research with students of Portuguese course, focusing on reflective practices based on two instruments:  study of case and textbook activities. As a theoretical basis, we chose an approach that prioritizes the study of language through social bias, the Sociodiscursive Interactionism. In this regard, it is possible not only to analyze language practices in specific contexts but also to articulate them with didactic proposals. We carried out an research-action with 25 undergraduate students, who were taking a mandatory internship course. As a result, an interaction in the classroom with the use of mandatory mediating instruments to mobilize teaching capacities to work orality at school, not only for the proposals and actions conveyed in the textbook activity and in the study of case, but, above all, because the students were in an internship, which made it possible to contrast the activities reported with the school context. It is possible to carry out education that exceeds the transmission of disciplinary contents, mobilizing teacher’s capacities for oral practices at school, a privileged locus of education.