Por uma pedagogia do oral

Abstract

This article brings contributions on the work with orality in school context. In recent decades, many were the authors who contributed to the theme in question, advising that, although the writing is central, the literate orality must also be focused in school. Thus, we present fundamental theoretical assumptions to the work with spoken modality, and list arguments for a pedagogy that consider orality. Furthermore, we list some basic concepts to the work with school speech, such as orality, spoken modality, oralization of writing and prosodical activities. The theoretical bases of this work are, mainly, in Marcuschi (1996, 2001) and Schneuwly & Dolz (2004) and in the PCN (1998).