A oralidade na perspectiva dialógica da linguagem: uma proposta decolonial com o gênero debate regrado na EJA

Abstract

This research reflects on the teaching and learning of orality from a dialogical perspective of language, based on a didactic-pedagogical proposal with the regulated debate discursive genre in a 2nd stage class of Adult and Youth Education (AYE) at a municipal public school in Ananindeua/PA. As a general goal, the research aims to reflect on the responsive relationships of AYE students based on the regulated debate discursive genre, from a decolonial teaching perspective. As specific objectives, this study intends to: a) examine oral practices in different contexts of the regulated debate genre; b) investigate the influence of the regulated debate genre in AYE on oral communication skills and the promotion of student responsiveness; c) assess to what extent a decolonial approach to teaching and learning orality in AYE can challenge and transform colonial teaching structures. Theoretical contributions mainly come from the works of Bakhtin (2003; 2016), Volóchinov (2019; 2021); Faraco (2009), Geraldi (2012), Fuza, Ohuschi, and Menegassi (2020), Dolz; Schneuwly (2004), Freire (2017), Walsh (2020), Mignolo (2008; 2017), Maldonado-Torres (2007). Methodologically, this study is configured as a Qualitative-Interpretative Action Research (Paiva, 2019). The methodology involved the implementation of a didactic-pedagogical proposal with the regulated debate genre focusing on orality in a 2nd stage AYE class. Preliminary results demonstrate that working with orality through the regulated debate genre contributed to the development of oral skills of the involved students, and the teacher's role is crucial in the significant transformation of these individuals through various experiences with oral genres.