Ensino de Língua Portuguesa: a oralidade, a Leitura e a Escrita dos Estudantes do 6º e 7º do Ensino Fundamental de uma Escola do Campo no Município de Parintins/AM

Abstract

This undergraduate thesis aimed primarily to analyze how orality, reading, and writing are addressed in the classroom with students from the 6th and 7th grades of Elementary School during Portuguese Language lessons at a rural school. The specific objectives were: to examine the methodology used by the teacher in class to encourage students to read and produce texts in Portuguese Language lessons; to identify the students’ difficulties in orality, reading, and writing; and to propose workshop-based strategies to stimulate and strengthen orality, reading, and writing. Furthermore, the study sought to highlight the importance of education outside urban areas, promoting its value and expanding learning opportunities. The research was grounded in theorists who explore rural education and Portuguese Language instruction, such as Marcuschi (2004), Gilberto Luiz Alves (2006), Wagner Paiva Araújo (2004), Bissoli and Chagas (2012), Elizabeth and Regina Crescitelli (2011), Antunes (2003), BNCC (2019), Santos (2012), Arroyo (2004), Alves (2006), and Soares (2021). The primary methodology was a qualitative approach, based on the analysis of interviews conducted with teachers and the use of questionnaires applied to students, with results presented descriptively in this work. To complement the analysis, a pedagogical workshop was proposed, focusing on encouraging orality and reading, as well as text production as a tool to enhance writing skills.The results indicate the constant presence of oral, reading, and writing skills in Portuguese Language classes—often unconsciously incorporated by teachers. In rural schools, these skills tend to emerge subtly, like a path that reveals itself gradually. The variations explore different stylistic nuances, emphasizing the fluid nature of this process