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Orality in the literacy process: the ongoing debate on how to converge pedagogical practices and a humane formative project

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DOI:

https://doi.org/10.1590/1678-460x202253656

Keywords:

textual production, orality, concrete/historical subject, humanizing formative project

Abstract

This study aims to discuss literacy from a theoretical philosophical perspective. Such discussion will establish a new set of guidelines to the treatment of orality at school during the literacy process. To that end, we express the relationship between work and language from a materialist, historical, and dialectical viewpoint, using the notions of objectification and appropriation, which draw on the inseparable character of theory and practice in pedagogy. We also defend the idea that to develop a humane formative project, the school has to acknowledge that the needs of a real and historically located individual are different from those of an empirical one. With this in mind, we identify the weaknesses of hegemonic pedagogies and advocate that a pedagogical plan committed to developing orality should consider as central discourse genres traditionally treated as secondary, thereby providing a connection between oral and written modes during the production processes of texts at school.

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Posted

08/22/2022

How to Cite

Chraim, A. M. ., & Pedralli, R. (2022). Orality in the literacy process: the ongoing debate on how to converge pedagogical practices and a humane formative project. In SciELO Preprints. https://doi.org/10.1590/1678-460x202253656

Section

Linguistic, literature and arts

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