Contributo para a história do ensino da oralidade do ponto de vista dos documentos programáticos: de 1921 a 2018

Abstract

The article conducts an analysis of the curricular documents for Portuguese education in effect from 1921 to 2018, aiming to describe the evolutionary trajectory of oral education in Portugal, with a focus on the social function attributed to the oral modality and the contents associated with its teaching. The study is framed by contributions from Sociodiscursive Interactionism regarding genre definition (Bronckart, 1996) and the concept of oral education in school contexts (Marcuschi, 2020, 2010, 1997a, 1997b; Dolz, 2009) and will be divided into two phases: the first corresponds to the period from 1921 to 1968, and the second covers the period from 1974 to 2018. The documentary analysis concludes that oral education has been marginalized over an extensive period, a situation that only began to change in the late twentieth century, likely due to prevailing political orientations and a lack of research in this area. It is further noted that only from the twenty-first century onward do the programs begin to gradually undergo changes, explicitly outlining teachable content in the field of oral education.