Entre Calíope e Clio: os gêneros discursivos orais em livros didáticos de português e de história do nono ano

Abstract

This work analyzes oral genres in four textbooks from ninth level of Elementary school that consists in two books of Portuguese language and two of the History. The research investigates written text, in order to identify how the manuals referred treats orality as an indicator function in the classroom. To reflect about this work with oral genres it has bases on Bakhtin (2011), Rojo (2005) and Dolz, Scheneuwly, Pietro, Zahnd (2011). Based on these studies, it finds out that the presence of orality in the textbook also has limitations. However, it presents major advances compared to a past not too distant when orality is ostracized or it is only mentioned as a possibility for realization of the text through speech. It understands that after more than fifteen years since the publication of the Parâmetros Curriculares de Língua Portuguesa (1998), Portuguese textbooks start activities that stimulate a dialogue and promote opportunities to reflect about the use of strategies that guide and enhance the oral ability in the teaching of genres (formal and informal), aiming to promote interaction that involves listening and talking to the other. Latently, History books show a slight transformation related to the oral genres. In some activities, they try to prepare the student and thus corroborate the understanding that to teach reading, writing and speaking is the duty of all areas, resulting in a more effective learning of orality through a dialogic relation of the process of organization and production of oral discursive genres.