The teaching of orality in the Education of Young people, Adults and the Elderly: reflections on the teaching perspective on practices with oral genres

Abstract

In this article, we aim to discuss the perspective of two Portuguese language teachers from the final years of elementary school in Youth, Adult and Elderly Education regarding the treatment of orality in their teaching practices. To this end, we conducted a semi-structured interview, acting methodologically from a qualitative perspective, structured in an interpretative view of the data (Bortoni-Ricardo, 2008). Given the configuration of our object of study, we take as a reference the conception of language as a socio-interactive activity presented by Bronckart (2012); the theories of Marcuschi (2010), Schneuwly e Dolz (2004), Costa-Maciel (2014), Magalhães e Cristovão (2018). The results presented indicate that both teachers Ana and Lia reveal the presence of activities aimed at the study of oral genres in their practices, which sought to work, together with their students, on the appreciation of their knowledge and their social positions through speech, as subjects who actively participate in the world through language, especially oral language.