Aspectos prosódicos da oralidade no ensino de língua portuguesa no Ensino Fundamental II

Abstract

This research discusses the role of prosody in Portuguese language teaching in basic education. Therefore, it investigates how the design and analysis of spoken language are presented today based on the analysis of a collection of textbook of elementary school and it also proposes educational activities in order to promote the study of prosodic aspects of the Portuguese language. In order to check what the linguistic aspects covered by the collection in relation to the spoken language are, it was chosen one of the sections of the books to be analyzed: Orality Practice. From the observation of the activities proposed in the teaching material, the terms related to prosodic aspects of speech found in the material were divided into categories. The study analyzed thirty-two chapters divided into four volumes, one for each year of elementary school. After this survey, the occurrence of each term was quantified and the results were presented in a table and analyzed in light of the theoretical framework that supports this paper, according to Cagliari (1992), Massini-Cagliari and Cagliari (2006), Marcuschi (2005), Marcuschi (2007) and Marcuschi (2010). The analysis results pointed in the direction that what mostly happens in the activities aimed at oral practice is: a) little diversity addressed at oral genres; b) generalization of terms without due explanation of what they refer to; and c) lack of information for the students about how they should proceed to develop that ability of spoken language that is being requested. Taking into account the analysis with textbooks and the consequent realization that a more effective targeting is necessary in proposals that work with the oral language in the classroom, it was presented a proposal of educational intervention as a suggestion that can be applied by the teacher to work with the development of students' awareness of the role of prosodic aspects of spoken language.