Abstract
Based both in the socio-historical theory of literacy, as well as in the French approach to discourse analysis (pecheutian), we discuss the ways that orality circulates within the school context; we question the denial of this discursive modality in textbooks, teaching official programs and pedagogical activities. Elementary school teachers’ testimonies are also considered. The absence ofauthorship in oral texts, along with the symbolic violence present in the refusal to accept orality as a legitimate modality for the installation of authorship are also highlighted. We defend a pedagogical work grounded in facts, people and routines that are familiar to the students, so that they are ableto transfer this knowledge to writing, what might trigger the ability to surpass the distance between oral and written modalities of the language.
Keywords
literacy; orality; language; teaching