O ensino da oralidade no ciclo de alfabetização: uma pesquisa colaborativa na rede pública do município de Caucaia

Abstract

This research aimed to analyze the teaching of orality by teachers in the literacy cycle at a public school in the municipality of Caucaia (CE). The theoretical framework was based on the epistemologies of Marchuschi (2010) and Dolz, Noverraz and Schneuwly (2004), which focus on the relevance of oral genres in school, and on other authors in Linguistics who relate to them, such as Bagno (2015) and Possenti (2009). We also drew on studies regarding teacher knowledge (Freire, 2014), General Didactics (Luckesi, 2011), the teaching of Portuguese (Antunes, 2009), and the concepts of literacy (Soares, 2014). Regarding the research approach, we adopted a qualitative, collaborative research approach (Ibiapina, 2016), in which four teachers participated: two from the 1st year of elementary school and two from the 2nd year, in a full-time public school in the municipality of Caucaia, where they teach Portuguese Language. Data collection was carried out through semi-structured interviews, study sessions with readings and guided discussions, and reflective cycles. In addition to data collection techniques, we used a virtual questionnaire and a visitation itinerary for school selection, and a field diary to record collaborative meetings. Data analysis was conducted using Bardin's (2011) principles, known as Content Analysis. The entire analytical process was developed based on four specific objectives: the teachers' conceptions regarding the teaching of orality; the strategies they report developing in the classroom related to this linguistic modality; the assessments they claim to carry out regarding children's oral learning; and the teacher shifts resulting from the collaborative research. The results showed that, regarding oral conceptions, the educators presented differentiated concepts which we named: Cognitive-relational, Spontaneous, Sociocultural, and Creative-enunciative conceptions. They also demonstrated similar conceptions: Empirical and Dependent. Regarding oral teaching strategies, the teachers reported using similar practices which we categorized as follows: the Family as listener and interlocutor; visual reading as a promoter of speaking; oral genres as a resource for textualization and playfulness; and speech mediating artifacts as multimodal resources. Regarding the evaluation process that the participants stated they used, the emphasis was on the advancement from shyness to protagonism. As for the shifts in teaching perspectives provided by the collaborative research, we can highlight: the conceptual re-signification of orality; innovation in pedagogical practices; and the challenges of educational transition and institutional pressures. The final considerations we can highlight are that the teachers started from difficulties regarding the understanding of the space of orality in Portuguese Language classes and, thus, reported not problematizing the subject, which fell short of reading and writing instruction. However, when they integrated this collaborative investigation, through formative and reflective meetings, they began to question their own performance towards a speech education that avoids the institutional abyss and that is systematized and humanized for children in the literacy process.