A IDENTIDADE CONTEMPORÂNEA E O DESENVOLVIMENTO DA ORALIDADE NA ESCOLA

Abstract

This research addresses the development of orality from a relationship with the cultural identity of the student, aiming to establish a discussion about the relationship between culture, education and cultural identity, since such questions are of paramount importance for understanding the issues that involve youth development, such as cultural identity. It is emphasized that the emergence and consolidation of Cultural Studies were of paramount importance for the deepening of the cultural vision and the role of education. Regarding the methodology, a bibliographic review was carried out based on important authors, such as: Antônio Flávio Moreira (2002); Bernard Schneuwly (2011); Joaquim Dolz (2004); Maria Vorraber da Costa (1998); Luiz Antonio Marcuschi (2008); Stuart Hall (2006); Tomas Tadeu Silva (1999) and Vera Maria Candau (2011), being responsible for approaching theoretical frameworks and studies on orality at school. Thus, it is understood that, through orality, knowledge and the organization of thoughts and experiences of the individual are constructed, which makes them feel as if they belong to reality, expanding the capacity for social interaction and participation in different social practices. There are challenges to face in the development of orality, when the objective is to achieve identity formations of students. Regarding the final considerations, it was concluded that the development of orality enables the affirmation of the student's cultural identity. However, for such a reality, the issue of facing challenges and obstacles was identified, related to the absence of orality and associated with disciplinary practices such as: the cessation of orality and silencing, seen as a measure of control and mastery of power.