Aspects of teaching and learning oral language in school

Abstract

We aim to reflect on the aspects related to the teaching-learning of oral language in the classroom, taking into account textual genres as organizers of social and discursive practices. We conducted a qualitative research, in which we administered the narrative interview with two public school teachers in Pernambuco who teach Portuguese in different realities (one municipal and one federal school). Teachers recognize that the significant individual participation in social practices with the use of oral language reflects in the processes of inclusion; point out the importance of working with the diversity of oral genres and linguistic varieties; and thehistorical questions about the use of the textbook and oral language, indicating the need to invest in the pedagogy of “speech” teaching. We conclude that the student has the possibility to increase his knowledge when the school presents itself as a space for systematization of historically constructed knowledge, in an inclusive perspective.