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Abstract(s)
Numa sociedade multifacetada e exigente, onde reina a competitividade, saber falar, saber comunicar, tornam-se competências essenciais e indispensáveis para distinguir e fortalecer o “marketing” pessoal. A escola, enquanto peça-chave no ambiente linguístico de todos os jovens, herda distintas responsabilidades ao nível da preparação dos seus alunos. Na presente dissertação, apresentaremos algumas reflexões sobre o conceito de oracia, a sua importância e o modo como se implementa em contexto escolar, além de se proceder à sua visibilidade, quer nas orientações curriculares oficiais, quer no manual seleccionado. O nosso principal intuito é o de destacar a necessidade de repensar as técnicas tradicionais de ensino, encorajando a promoção do desenvolvimento de capacidades orais e, em simultâneo, sensibilizar para o incremento da oracia na escola. É inquestionável o reconhecimento por todos da primazia da oralidade, todavia, assiste--se a uma desvalorização desta componente, não garantindo, assim, a sua efectiva e eficiente realização em contexto escolar. A fim de dar corpo a este estudo, optou-se por centrar a acção pedagógica no ensino explícito da técnica da exposição oral, vital no domínio da oracia. A actividade foi aplicada a uma turma de 11º ano de escolaridade e derivou, essencialmente, dos resultados de uma diagnose que revelaram dificuldades de actuação dos discentes, no âmbito da estruturação dos seus discursos.
Configurando a comunicação oral formal como um processo irreversível, torna-se indispensável que o seu estudo seja devidamente orientado e estruturado, remetendo para que na fase de preparação se seleccionem e organizem coerentemente as ideias a expor, factos que requerem uma participação activa por parte do aluno, acompanhado e orientado de modo individualizado pelo professor. Este procedimento vai fornecer um contexto de confiança e desinibição conducente a novas aprendizagens, o que contribuirá, indubitavelmente, para o desenvolvimento da autonomia do aluno no âmbito da expressão oral. De facto, um deficiente planeamento pode provocar uma sobrecarga cognitiva nos alunos, já que no momento da produção têm de controlar muitas variáveis. Esta aprendizagem é indiscutivelmente mais profícua, se for facultada ao aluno a oportunidade de se observar/analisar (autoscopia), de modo a poder reflectir sobre o seu desempenho e, deste modo, melhorar os aspectos menos conseguidos. Reconhecemos que ainda há um longo caminho a percorrer para se atingir a proficiência oral em contexto escolar, mas também estamos cientes que a exposição oral é um dos conteúdos que melhor servirá este desiderato: tornar o jovem um locutor activo e interventivo na sociedade a que pertence.
In a multifaceted and demanding society, where competitiveness reigns, knowing how to speak, knowing how to communicate, become essential and indispensable competences to distinguish and strengthen our personal “marketing”. School, as a key element in the linguistic life of all youngsters, inherits distinct responsibilities in what concerns the preparation of the students. In this dissertation we will present some reflections on the concept of oracy, its importance and the way in which it is implemented in the school setting, apart from contributing to its visibility, both in the official curricular orientations and in the selected textbook. Our main objective is to emphasize the need to rethink the traditional teaching techniques, encouraging the promotion of the development of oral capacities and simultaneously sensibilizing for the use of oracy at school. Everybody recognizes the importance of oracy, nevertheless, we are assisting to a devalorization of this component, not guaranteeing thus its effective and efficient realization in the school setting. So as to make this research visible, we opted to center the pedagogical action in the explicit teaching of the oral explanation technique, vital in the domain of oracy. The activity was applied in an 11th grade class and was a main consequence of the results of a diagnosis that revealed action difficulties from the students in what concerns the structuring of their speeches. As oral communication is an irreversible process, it is indispensable that its study is duly oriented and structured, so that in the preparation phase the ideas to be exposed are coherently selected and organized. This requires an active participation of the student, being followed and oriented individually by the teacher. This procedure will provide the student with a context of no inhibition but confidence that will lead to new learning. This will consequently contribute for the development of autonomy of the student in what concerns oral communication. In fact, a lack of planning can cause a cognitive overcharge in the students, since they have to control many variables in the phase of production This learning is even more profitable if the student is provided with the opportunity to observe/analyze (self-analysis), so as to be able to reflect on his performance and so better the aspects not so well achieved. We recognize there is still a long way to go to achieve oral proficiency in a school setting, but we are also aware of the fact that oral exposition is one of the contents that will better serve this aim: make the youngsters active and interventive speakers in the society they belong to.
In a multifaceted and demanding society, where competitiveness reigns, knowing how to speak, knowing how to communicate, become essential and indispensable competences to distinguish and strengthen our personal “marketing”. School, as a key element in the linguistic life of all youngsters, inherits distinct responsibilities in what concerns the preparation of the students. In this dissertation we will present some reflections on the concept of oracy, its importance and the way in which it is implemented in the school setting, apart from contributing to its visibility, both in the official curricular orientations and in the selected textbook. Our main objective is to emphasize the need to rethink the traditional teaching techniques, encouraging the promotion of the development of oral capacities and simultaneously sensibilizing for the use of oracy at school. Everybody recognizes the importance of oracy, nevertheless, we are assisting to a devalorization of this component, not guaranteeing thus its effective and efficient realization in the school setting. So as to make this research visible, we opted to center the pedagogical action in the explicit teaching of the oral explanation technique, vital in the domain of oracy. The activity was applied in an 11th grade class and was a main consequence of the results of a diagnosis that revealed action difficulties from the students in what concerns the structuring of their speeches. As oral communication is an irreversible process, it is indispensable that its study is duly oriented and structured, so that in the preparation phase the ideas to be exposed are coherently selected and organized. This requires an active participation of the student, being followed and oriented individually by the teacher. This procedure will provide the student with a context of no inhibition but confidence that will lead to new learning. This will consequently contribute for the development of autonomy of the student in what concerns oral communication. In fact, a lack of planning can cause a cognitive overcharge in the students, since they have to control many variables in the phase of production This learning is even more profitable if the student is provided with the opportunity to observe/analyze (self-analysis), so as to be able to reflect on his performance and so better the aspects not so well achieved. We recognize there is still a long way to go to achieve oral proficiency in a school setting, but we are also aware of the fact that oral exposition is one of the contents that will better serve this aim: make the youngsters active and interventive speakers in the society they belong to.
Description
Keywords
Oralidade Práticas pedagógicas