Orality in the literacy process: the ongoing debate on how to converge pedagogical practices and a humane formative project
Keywords:textual production, orality, concrete/historical subject, humanizing formative project
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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Copyright (c) 2022 Amanda Machado Chraim, Rosângela Pedralli
This work is licensed under a Creative Commons Attribution 4.0 International License.