Orality and literacy: the (un) said in bibliographic productions about PNAIC

Abstract

This article analyzes the invisibility of the orality in educational practices in the literacy cycle and in bibliographic production in Education, which investigates developments of the National Pact for Literacy at the Right Age (PNAIC) in the education of literacy teachers.The reflections here exposed are the result of bibliographic research developed in a Master's course, whose methodology included a survey of bibliographic productions in the Digital Library of Theses and Dissertations and the Scientific Electronic Library Online (Scielo). The corpus for analysis consisted of a thesis and thirteen dissertations, defended in Postgraduate Programmes in Education, in addition to six articles dealing with the theme of orality / oral textual genres, published between 2014 and 2018. It was found that despite the PNAIC raise subsidies for continuing teacher education and encourage work with oral textual genres, their reflexes are still incipient in the bibliographic production, giving evidence of the permanence of a reductionist conception of literacy understood as a synonym for the acquisition of the alphabetical writing system, to the detriment of spoken language. Thus, linguistic prejudice is perpetuated and the student is denied the right to pronounce the world and say his or her word. In order to overcome linguistic prejudice and encourage social participation and the collective pronunciation of the world, the promotion of orality practices at school is defended, such as assemblies, seminars, conversation circles, debates, music, theater, lectures, among others.