Working with orality in the classroom

Abstract

This article discusses the relevance of working with orality in the classroom, highlighting the need for its appreciation and inclusion in the teaching-learning process as an essential tool for the integral development of students. Orality, often neglected in the school context, plays a crucial role in the construction of communicative skills and in strengthening the cultural identity of students. Based on the theoretical frameworks of Kleiman (2005), Mendonça (2009), Lerner (2002) and Bentes (2010), pedagogical strategies and practices that promote oral expression as an essential skill for the integral development of students are analyzed. Bentes (2010) argues that orality is not limited to linguistic aspects, but also encompasses gestures, intonation and other non-verbal elements that contribute to expression and understanding. In turn, Kleiman (2005) reinforces the need to overcome the mechanical teaching of reading and writing, adopting a broader approach that encompasses different forms of communication. Mendonça (2009) highlights the integration of oral and written textual genres as fundamental for a contextualized and meaningful education. The research also proposes reflections on educational planning and the choice of methodologies that value orality as an integral part of the school curriculum. The adoption of innovative practices can contribute to overcoming the challenges encountered in teaching oral expression, promoting the active participation of students and preparing them for formal and informal communication situations. In this way, working with orality not only enriches the educational process, but also forms citizens who are more aware and prepared to interact in society.