Agir comunicativo de professoras licenciadas pelo PARFOR: reflexões sobre o trabalho com os gêneros orais nos anos iniciais do Ensino Fundamental

Abstract

Orality, used as a source of communication since human beings learned verbal language, is one of the essential axes in the teaching of Portuguese Language to develop students’ communicative competence. In this sense, the thesis discusses work with orality in the early years of Elementary School, from the perspective of communicative action (Habermas, 2012) of teachers licensed through the Plano Nacional de Formação de Professores da Educação Básica (PARFOR). Its general objective is to understand the approach of teachers licensed through PARFOR in relation to work with oral genres in the early years of Elementary School, in the context of the elaboration of teaching plans. To ground the research, the guiding thread is permeated by the theoretical-methodological assumptions of the Theory of Communicative Action, which intertwines with orality in the teaching of Portuguese Language, with regard to oral genres, taking into account social factors, tradition, the lifeworld, and the systemic world. In order to achieve the objectives of this thesis, we used, in the methodological path, a collaborative research approach, developed based on the method of reflective sessions proposed by Ibiapina (2008), using as instruments: digital questionnaires, documentary analysis of pedagogical notebooks, and narrative interviews. The collaborators are three teachers who work in municipal schools in the municipality of Valente/BA. The constructed information was analyzed from the perspective of Habermasian critical hermeneutics and organized based on the guidelines contained in the framework of basic categories that underpin the research. The results showed that, despite the absence of theoretical knowledge related to orality in their academic training, the teachers, based on the reflective sessions, came to recognize that work with oral genres is not merely a means to reach other contents, but an intentional practice, an object of teaching that involves planning, listening, argumentation, and evaluation. They came to conceive orality as a situated discursive practice, overcoming a purely instrumental logic toward the construction of communicative rationality oriented to mutual understanding, integrating a new perception into planning and pedagogical practice.