Dimensions of orality in official education documents in Brazil

Abstract

In this work, we seek to analyze the dimensions of orality in official documents of Brazilian education aimed at elementary education (initial and final years). Although oral practices are not always privileged at school, we recognize advances in dealing with oral speech in schools, as a consequence of its greater visibility in curricular documents and teaching materials. As a methodology, we selected documentary research, seeking to verify how the documents cover dealings with the oral and which dimensions are privileged in five official documents, one from each brazilian region. The data shows a certain tendency for some dimensions (such as oral production) and little visibility for listening/comprehension and linguistic analysis. This shows how we still need to advance in relation to the theoretical-methodological treatment of orality with a view to expanding the reflections that must be made in elementary education indicated in the curricula