ORALITY, READING AND WRITING: AN UNEQUAL RELATIONSHIP IN SCHOOL

Abstract

In this article we intend to reflect on the relationship, at school, between different domains of the mother tongue: orality, reading and writing. The relationship between these three domains privileges the understanding that orality would only be at the service of learning to read and write, with the teaching and learning of these oral skills being relegated to a second level. Based on the official Portuguese curriculum documents and the literature produced on this issue, our objectives for this article are to understand how the domains of orality, reading and writing are articulated in those documents and to reflect on the need and urgency to understand that oral learning needs space, time, and planned, objective and effective work that promotes their development in children.