Banca de DEFESA: ANDREZZA SIMOES DA SILVA

THE ORALITY OF STUDENTS IN THE EARLY YEARS: AUDIOVISUAL LANGUAGE AS A POSSIBILITY

Learning; Audiovisual language; Orality

The Audiovisual language is part of everyday social life and its dissemination has been growing through mobile devices and internet access. The consumption and production of audiovisual content has repercussions in the school environment and proves to be relevant for the teaching and learning process of orality. Oral language, in turn, is an essential language practice for human development. Thus, this research aimed to perceive the potential of audiovisual language for the development of orality, providing opportunities for children's speech in a playful and contextual way. As a theoretical contribution, Vygotsky (2009) and Bakhtin (2003) were used for knowledge about the development of oral language and its social relationship, Morin (2018) and the BNCC (2018) for studies about digital technologies as facilitating resources and directions on oral language teaching, and Bates (2017) and Coutinho (2013) on audiovisual language and education in the digital age. The methodology of this research was based on the qualitative approach (MINAYO, 2014), of an applied nature. As a methodological procedure, some elements that constitute action research (THIOLLENT, 2018) were used, through a methodological intervention using the didactic sequence (ZABALA, 1998). This research had as locus a municipal school in Natal/RN, and the public was 28 students of the 3rd year of this school institution. The following data construction instruments were used: participant observation, field diary, audio and video recordings, focus groups and semi-structured interviews for students. For the analysis of these data, the speeches of the individuals included in the research and the understanding of the facts by the researcher were considered. For this, content analysis was used (BARDIN, 2015). At the end of the research, it was possible to verify that the audiovisual language was configured as a way to enhance teaching practices for the development of orality, as it awakened in students the encouragement and empowerment of their speeches, enabling greater engagement in activities related to teaching language. oral language, and above all the awareness of the importance of learning about orality to prepare their speeches according to the requested context.