The orality in the Curricular Proposal of Camaragibe: What do teachers think?

Authors

  • Ana Carolina Pessoa Guimarães Colégio Pontual
  • Júlia Teixeira Souza Universidade Federal de Pernambuco
  • Telma Ferraz Leal Universidade Federal de Pernambuco.

DOI:

https://doi.org/10.4013/edu.2016.203.8003

Abstract

The aim of this study was to analyze the Curricular Proposal in the public school in Camaragibe, in the state of Pernambuco, in order to look into those teaching orientations on orality dealt with in the document as well as to investigate the teachers’ understanding and opinions about what is proposed in the text. Based on the sociointerationist approach of language teaching, the research was carried out through documental analyzis and semi-structured interviews with eight teachers from this municipal public sector. Each teacher was interviewed five times, so that in every new meeting the given answers were deepened by the teachers. In the last meeting with each teacher a sharing reading of the curricular document was carried out between the researcher and the interviewed teacher and in some passages that dealt with the orality axis we did some pauses so that the teacher could explain how she understood the read passage and whether she agreed with it. The results have showed that the document made orientations for the teaching of orality available, the teachers agree with the given orientations, but they have difficulty in carrying out specific activities on orality and have little knowledge on the theme.

Keywords: curriculum, orality, teaching.

Author Biographies

Ana Carolina Pessoa Guimarães, Colégio Pontual

Professora do Colégio Pontual

Júlia Teixeira Souza, Universidade Federal de Pernambuco

Apoio Peagógico do Centro de Estudos em Educação e Linguagem da Universidade Federal de Pernambuco.

Telma Ferraz Leal, Universidade Federal de Pernambuco.

Professora do Departamento de Métodos e Técnicas de Ensino da UFPE e da Pós-Graduação em Educação da Universidade Federal de Pernanbuco. Coordenadora do Centro de Estudos em Educação  e Linguagem.

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Published

2016-08-24

Issue

Vol. 20 No. 3 (2016): September/December

Section

Articles

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