Traços de oralidade: desafio para professores e alunos no reconhecimento e uso adequado.

Abstract

Based on texts written by students of the 7th year of elementary school, in a subjective writing proposal made using a research tool during the Supervised Curricular Internship in Portuguese Language and Literature (ESC I) of the 5th period of the undergraduate course in Letters from the Federal University of Tocantins (UFT) - Campus Araguaína, Cimba Unit - the presence of traces of orality in writing was observed. In view of this, we outline the theme in order to verify how this subject is treated in the National Curriculum Parameters (PCN) and then qualitatively analyze the presented essays. It is noteworthy that orality and writing have different production flexibilities, but they must be treated with the same importance by teachers. The reason for paying attention to orality traits in writing is related to its possibility of influencing the results of national assessments such as SAEB and ENEM, since the subject is present in the National Curriculum Parameters (PCN) with regard to the knowledge and use of textual genres. Due to the complexity of the theme, a theoretical basis was sought in the treatment of the subject given by the linguists: Marcushi (2010), Travaglia (2001) and Koch (1992). It was concluded that orality, as it is more free and detached from concepts and rules, gives rise to stable and infinite morphosyntactic structures, “wrongly” affecting students' writing if compared to the standard norm. It was also discussed that orality and writing should be treated with the same importance by teachers. In this article, care was taken to ensure that there was no mistaken understanding of the diverse ways of writing. Thus, the evolutionary understanding of a language should not be based on errors or deviations, but as factors of cultural enrichment.