Práticas de ensino de Língua Portuguesa em contexto remoto emergencial: oralidade e gêneros orais em videoaulas

Abstract

During the period of emergency remote teaching, caused by the Covid-19 pandemic, teaching practices underwent adaptations to new formats. In this scenario, State Departments of Education from sixteen federative entities developed educational programs that included, among the activities, the promotion of video lessons on YouTube channels and/or local TV channels. Therefore, the need for investigations into these practices during the period of social isolation becomes evident. Considering that in the Portuguese subject, orality still faces difficulties in consolidating itself as an object of teaching, as evidenced in the research by Magalhães (2007), Costa-Maciel and Barbosa (2016), Rocha and Pereira (2020), it is important to investigate the topic in the historical context that occurred between 2020 and 2022. Thus, the present work aims to reflect on the conceptions of orality and the teaching of oral genres in video lessons produced during emergency remote teaching. To achieve this, we rely on theoretical assumptions from Marcuschi (2007), Dolz and Schneuwly (2004), Tardif (2014), Magalhães and Silva (2021), and other authors on conceptions of orality, genres, oral teaching, and teaching practices. The study is part of the field of Linguistics, more specifically Applied Linguistics, and it is descriptive-interpretative research with a qualitative approach, inspired by netnography (AMARAL; NATAL; VIANA, 2008). The analysis identifies teaching practices supported, especially, by the conception of orality opposed to writing and, consequently, disconnected from literacy practices. In addition, it is observed that the didactic guidelines are predominantly focused on the dimensions of genres related to textuality and discursiveness, disregarding the dimensions of multimodality, normativity, and the preparation of support materials or operational issues, which should also be considered for the comprehensive study of the genres under investigation. Furthermore, insufficient didactic guidelines are found for planning, execution, and self-assessment of oral genres. Therefore, the need to reflect on the teaching of orality and oral genres, and more broadly on teacher education, curriculum implementation, aligned with Digital Information and Communication Technologies (hereinafter referred to as TDIC), becomes evident.