CONCEPÇÃO DE LÍNGUA FALADA NOS MANUAIS DE PORTUGUÊS DE 1º E 2º GRAUS: UMA VISÃO CRÍTICA

Abstract

This study is based on the conviction that speaking is a much more central daily activity than writing for most people. Educational institutions however emphasize writing and pay very little attention to speaking. The idea defended here is that the school exists to teach writing, but that it should not forget that students also speak. The examination of 17 textbooks collections for primary and secondary schools proves that these manuals have an erroneous conception of orality. The equivocations include inconsistent terminology, false theoretical notions and even the idea that the spoken language is characterized by simplified uses and a special lexicon limited to slang and colloquial expressions. In an attempt to contribute positively to a solution for the problem, the present paper suggests a series of activities that could be carried out in the schools to demonstrate the value of speaking and its use in the teaching of writing.