ORALIDADE E LETRAMENTO NAS PRÁTICAS EDUCATIVAS: UMA PROPOSTA DE SEQUÊNCIA DIDÁTICA PARA OS ANOS INICIAIS DO ENSINO FUNDAMENTAL

Abstract

Orality and (multi)literacy accompany social behaviors as essential educational practices in the communication process of individuals. The teaching of orality cannot be performed in isolation, as it maintains mutual relations to writing. Both serve verbal interaction, whose connection is through discursive genres, adapted to different social contexts. Therefore, when preparing the student for the literate world, the school must assume in its pedagogical project the dialectical strategy that binds oral and written genres to social practices. This work established a qualitative, bibliographic approach, with the objective of establishing a reflection on the theme about orality and literacy in the teaching-learning process of the early years of elementary school. It also seeks to ascertain how oral language should be worked inside the classroom; identify activities that provide the development of orality; and finally, elaborate a material for the teaching of orality and literacy, under the bias of the tutorial genre, as a proposal of a didactic sequence.