"O importante é desenvolver a oralidade, até pra trabalhar a pronúncia correta das palavras e, logicamente, a escrita": Concepções sobre a relação entre oralidade e escrita no ensino da língua portuguesa

Abstract

This study aims to investigate the teacher concepts’ of elementary school on the relationship between speech and writing in the literacy process, and examine how the didactic work with orality is presented in Portuguese book used in class. It is understood that communication is a human need, in this sense, is the school help children in the development process of orality, writing and reading, while addressing knowledge over another. However, the relationship between speech and writing was historically marked by a dichotomy, and only after the 1990s, the speech came to be regarded as a teaching and learning object. In this perspective, through a qualitative research of descriptive nature, investigated the design of teachers of the 3rd year of elementary school on the relationship between speech and writing, as well as the implications on their teaching practice. For this, we used a field research using the techniques of observation, interviews and teaching of Portuguese book content analysis. The results show that in the investigated context, teachers are more concerned with the teaching of reading and writing skills than with speech, likewise, speech is still seen as the place of the error and needs to be "repaired". Given the evidenced data, it is concluded that, despite advances in research and discussions on the subject, the conceptions of the teacher and the activities proposed in textbooks perpetuate the dichotomy between speech and writing.