This research seeks to answer the following question: how is orality understood in the National Common Curricular Base - BNCC and what are the implications of this conception for the organization of the current teaching of Portuguese, in elementary school? The methodology adopted is documentary analysis - Curricular Common Base (2017). The work contains four chapters. The first refers to orality as a school object in the teaching of Portuguese, with emphasis on the general context of the teaching of Portuguese, the study of orality, addressing points related to speech and writing, linguistic variation, the teaching of orality in school, in addition, I present an overview of research carried out at Profletras, which deals with the teaching of orality, observing the production of this theme in the Professional Master's Degree that I am part of; the second chapter concerns what the BNCC proposes in relation to oral work at school. In this part, I address the structural organization of the document, with emphasis on the curricular component Portuguese Language, orality axis, in elementary school, emphasizing the final years of this stage. In the third chapter, I analyze the descriptors related to orality, in elementary school, final years. In the fourth and last chapter, I count my teaching practice in dialogue with what BNCC proposes for the teaching of orality, focusing on the ninth grade of elementary school, as it is the series in which I develop my teaching action.
|
