2025-10-162025-10-162025-09-03MOREIRA, Poliana Camilo. O trabalho de oralidade nas aulas de Língua portuguesa: uma experiência a partir do PIBID. Orientadora: Camille Cardoso Miranda. 2025. 24f. Trabalho de Curso (Licenciatura em Letras – Língua Portuguesa) – Faculdade de Ciências da Linguagem, Campus Universitário de Abaetetuba, Universidade Federal do Pará, Abaetetuba, 2025. Disponível em: https://bdm.ufpa.br/handle/prefix/8686. Acesso em:.https://bdm.ufpa.br/handle/prefix/8686Teaching oral skills in Portuguese classes is one of the fundamental pillars of the discipline, but its practice still needs to be urgently rethought by teachers. This research arose from critical questions that emerged during my experiences as a scholarship holder of the Institutional Program for Teaching Initiation Scholarships (PIBID), conducted in the final years of elementary school at Esmerina Bou Habib School in the municipality of Abaetetuba, Pará. Classroom observations revealed a recurring situation: neglect of oral skills, which results in students' hesitation about public speaking, often fueled by linguistic prejudice against their dialectal varieties. The justification for this investigation is based on the perception that most teachers do not intentionally work on oral skills and prioritize writing almost exclusively. Given this scenario, the objective of this article is to reflect on the conceptualization and use of oral genres as tools in the Portuguese language teaching and learning process. It also aims to identify specific gaps in teaching practice regarding oral communication. It not only highlights the problem but also proposes concrete and systematic pedagogical strategies to overcome the traditional model criticized by Antunes (2007). Regarding methodological procedures, this research is characterized by a qualitative approach, and the analysis was conducted through two main instruments: participant observation of teaching practices in the classroom and the administration of a qualitative questionnaire with four questions, involving 19 students in a 9th-grade class. As a result, the critical analysis of the responses not only confirmed the hypothesis of a gap in oral communication teaching, highlighting a lack of specific teacher preparation for this modality, but also reinforced the need to provide teachers with resources to improve their practice.Acesso AbertoOralidadeEnsino-aprendizagem da língua portuguesaDificuldades de ensino-aprendizagem da oralidadeOralityTeaching and learning of the portuguese languageDifficulties in teaching and learning oral skillsCNPQ::LINGUISTICA, LETRAS E ARTESTrabalho de Curso - Graduação - MonografiaAttribution-NoDerivs 3.0 Brazil