Da escrita para a fala: uma proposta pedagógica de utilização do vídeo-aula no 9º ano do ensino fundamental

Abstract

This study aims to contribute to the research on writing and, above all, orality in schools, specifically orality in its formal register, which, unlike more spontaneous speech, requires a certain degree of planning and monitoring. The practices described here involve reading, producing, and revising written texts, as well as oral practices and the production of written-conceived texts intended for oralization. In this sense, the theoretical foundation supporting these practices is based on Marcuschi's (2010) ideas on writing, orality, and their relationship with the medium of production (phonic/graphic) and the discursive conception (oral/written). Furthermore, this study chose to address the critical review genre, mainly due to the fact that, from a historical perspective, the review undergoes a series of medium transpositions, allowing for consistent work with both writing and orality. To analyze the review, the CARS method, developed by Swales (1990), was adopted, as it perceives text organization through the notion of rhetorical units. The analysis of the rhetorical units present in the reviews produced by students was based on the model proposed by Bezerra (2009). Finally, this dissertation presents a pedagogical intervention proposal, carried out through the application of a didactic sequence, following the model conceived by Lopes-Rossi (2011), with the intended final product being the creation of video reviews, that is, reviews transposed into an audiovisual format.