O estudo da oralidade e a concepção de ritmo em manuais didáticos de escolas públicas

Abstract

This study aims to discuss the orality and the pace as enablers of meanings and of discursive practices with language. Our material of analysis are the textbooks of public high schools of Cuiabá/MT. The choice of this material is justified by their use in more than 30 public schools in this city, which cover a very large number of students. The overall objective is to analyze how orality and rhythm are addressed in these materials, from the proposed exercises and the notion that is attributed to the term pace in order to understand how the effects of meanings, in these spaces, are being materialized. Therefore, the specific objectives are: to present theoretical foundation that addresses discussions on orality and the pace, from scholars of discursive formations on this subject; to analyze the official documents of public schools, which direct our object; to identify where are the problems which do not value the pace in education to develop discursive practices that require orality, and finally, to reflect on teaching work practices with the analysis of discourse and the orality, with recognition of pace. For that, we raised some research questions that guide the study now proposed: how is oral modality being treated in the official MEC documents? How is it crafted in the textbooks, with respect to discursive study with the language? How does the guide of the Programa Nacional de Livros Didáticos (PNLD) evaluate the oral teaching in the manuals used by Mato Grosso schools? And, what is the notion that is attributed to pace in these textbooks according to the pieces analyzed? The theoretical framework of this work is the French Discourse Analysis. This theoretical platform has Michel Pêcheux as an authoral reference and the discourse as an object. The methodology that supports this study is of qualitative nature, as all discursive approach to language dictates, which is procedural. Our research is documentary, because it uses the textbooks as a source of analysis corpus. The results showed that, in the textbooks analyzed, the orality is still not worked effectively to develop the educated language, as well as the materials we surveyed do not constitute concepts of pace based on contemporary discussions, being far from the possibility of considering the pace as a constituent of orality. Another aspect we found is that the analyzed pieces do little survey on the conditions of production of this material, which makes working with text, under a discursive perspective, unrepresentative.