Orality in Portuguese language teaching: a diagnosis of the problem considering the National Curricular Common Basis

Abstract

In this article, we present part of a research developed as an initial diagnosis about competences and abilities in the performance of formal oral discursive genres of eighth grade students in a public school in a municipality in the lower south of Bahia, development of a Professional Master in Language Teaching, conducted by one of the authors of this article. The purpose of this part of the research work was to analyze the skills related to the oral discursive genre seminar, from transcriptions of the presentations, as examples, made by the teacher-researcher. The analysis of the data allowed to conclude that five of the eleven contents related to the seminar were not identified in the presentations of the students, only three of them were demonstrated by the students in their entirety and the other three only partially. From the questioning, raised at first, we have the following statement: there are characteristics / contents that only some students can demonstrate, about the discursive genre seminar, due to its more frequent practice. Therefore, the contents of oral discursive genres, their structure, modes of functioning and linguistic and textual characteristics need to be formally taught, to be carried out consistently and consciously.