O desenvolvimento das atividades de oralidade por professores do 2º ano do Ensino Fundamental de escolas da rede privada do município de Pacajus-CE

Abstract

In the school environment, within the classroom, orality can and should be developed in different ways. However, some teachers still confuse the development of the axis of orality with the simple act of speaking, something that is inherent to the human being from the moment he is in contact with the people around him. The axis of orality, however, covers many more layers than just talking, it seeks the speeches according to the environment in which it is found, the tone, the ability to listen to the other, among others. This course completion work aimed to investigate the activities proposed by teachers of the 2nd year of Elementary School that can promote the development of oral speech in children. It also aimed to identify the oral activities developed by teachers of the 2nd year of elementary school, and evaluate the teaching materials used by teachers of the 2nd year of elementary school for the development of oral skills in children. For this, the theoretical contribution of Marcuschi (2001/2007), Castilho (2000), Dionísio (2007), among others, was used to support the concept, history and importance of orality throughout the development of children, focusing on the 2nd year of Elementary School. In addition to being referenced in official documents such as BNCC and PCN.The methodology consisted of making a questionnaire available on the Google Form platform, and analyzing the participants' lesson plans. It was found that most teachers understand the axis of orality, their genres, their skills and specificities, but their practices are mainly aimed at solving textbook activities, using orality as an assessment tool. It is concluded that the orality axis needs greater support from schools to be developed in the classroom, with projects and activities that address orality, through daily practices, aiming at the development of children's skills.