A oralidade em livros didáticos de língua portuguesa: uma análise sobre propostas de aplicabilidade

Oral language approach has become a constant object of study, especially when it deals with its education systematization. Considering its relevance and particularities, this study states that it also must be applied through textbooks that are used in classrooms as they offer strong influence on school context. Thus, the study aims to explore oral language approach in Portuguese textbooks from a comparative analysis of the applicability towards oral language on the textbooks collections related to Elementary and High School that were approved by the National Textbook Program (Plano Nacional do Livro Didático) in the period from (2014, 2015, 2016 – 2015, 2016, 2017). The research is mainly based on Bakhtin (2006), Bueno; Costa-Hubes (2015), Cruz (2012), Forte-Ferreira (2014), Mendes (2005), Marcuschi; Dionisio (2007). Moreover, the corpus is composed by two different textbooks collections called – Português: linguagens from the authors William Cereja and Thereza Cochar. One of them related to the final years of Elementary School and the others related to High School. This is a qualitative, exploratory and bibliographic study (MINAYO, 2009; LUDKE; ANDRÉ, 2014; GIL, 2002) whose analysis was done through the methodological process of description and comparison of the activities in the different Portuguese textbooks. Results suggest some information reduction towards orality and oral genres. This misconception happens due to oral activities that are done through writing. Besides, the guidance destined to oral production almost exclusively presented a static genre conception. It was also possible to detect a methodology stagnation as the approaches in High School are practically the same compared to those in Elementary School. Finally, the analyzed activities indicated that a revision of oral activities in the textbooks is necessary as the study identified alternating goals: in some aspects, they contemplate an effective job towards oral language, but in other situations there is a visible need for reformulating activities destined to orality approach