A oralidade na BNCC do Ensino Médio: uma proposta centrada no ensino-aprendizagem dos elementos orais do gênero seminário

The teaching of orality is prescribe in the Common National Curriculum Base, a normative document, which has as goal toensurestudents the right to learn, serving of guide to Brazilian education.It reinforces that had already been propose by previous official documents, such as the PCN.The teaching of orality is essential for the development of the person and the school is responsible for the development of competences and abilities that are suggests by the Base for the acting of the individual in the social environment.In light of this, our research is of nature qualitative, documentary, exploratory and descriptive, with the potential of a pedagogical intervention and has the following general objective: To analyze the treatment given by the BNCC to the elements of orality, considering the fields of action, as well as the reflections on the competencies and skills, in order to develop an activity proposal for teaching orality with emphasis on fields of action in the high school. With that, a BNCC that constitutes the universe of our research. Our theoretical framework understands language as a process of interaction(BAKHTIN, 2007) and the school as the main environment that should prepare the student for a better command of the language, especially in more formal situations.We count with several authors for thetheoretical foundation, such asBakhtin (1997), Bueno (2008, 2009), Carvalho (2018), Cavalcante (2012, 2019), Costa-Maciel (2014, 2018, 2019), Forte-Ferreira (2014), Fávero, Andrade and Aquino (2012), Magalhães (2007, 2008), Marcuschi (2001, 2007, 2008), Schneuwly and Dolz (2004), Birck andKeske (2008), Fast (1999), Weil andTompakow (1986).Our methodological coursewasrealize from the choice of our research universe, which was BNCC.In which we focus our attention on identifying the elements of orality that need to be develops so that the skills are, in fact, achieves in the different fields of action of High School for the development of the oral modality of the language. In order to propose activity for the teaching the elements of orality, considering the skills that need to be developed within the fields of action of high school.For its description we resorted to authors such as Minayo (2001), Gil (2008), Laville and Dionne (1999).The results of the analysis indicate that few skills clearly direct the work with orality, especially in high school, where we did not find well-defined orality axis. The analysis allowed us to identify several elements suggested by the Base for teaching orality. We organized them into tables, based on each field of action. We identified the strong presence of paralinguistic and kinesics elementsthroughout the analysis of the referredfields,as well as the suggestion of working with the oral through the seminar genre for High School, and, with that, we list the elements of posture, intonation, and gestures for the proposed activity.We conclude that in order to achieve and master skills suggested by the Base, it is necessary for both teachers and students to understand these elements, once they permeate the oral genres. We believe that taking orality as a teaching object, thinking of didactic situations in which we can explore its constituent elements, is ideal for the individual to be able to act successfully in the various fields of social action