Da entrevista oral à entrevista escrita: uma proposta de sequência didática na perspectiva da pedagogia culturalmente sensível

Abstract

One of the challenges of teaching Portuguese as a mother tongue is to articulate the language practices recommended in official documents (reading, text production, orality, and linguistic/semiotic analysis) in a contextualized and meaningful way for the student. In this paper, we present a proposal for a didactic sequence based on the theoretical-methodological assumptions of Dolz, Noverraz and Shneuwly (2004), in the perspective of culturally sensitive pedagogy (ERICKSON, 1987; BORTONI-RICARDO, 2003) and on the guidelines of the Base Nacional Comum Curricular (National Common Curricular Base) (BRAZIL, 2017). We propose a didactic sequence related to the impacts of the Covid-19 pandemic on the world of work as skills related to the Portuguese curricular component are developed, specifically the relationship between orality and writing, from the retextualization of oral interviews to the written modality. We present, in detail, the didactic sequence and analyze its application in a 7^th grade of an elementary school class of the municipal network of Água Branca, in the countryside of the state of Alagoas, during the Covid-19 pandemic. We highlight the productivity of the proposal and point to the possibility of replication in other educational contexts.