Jury Covert

activity proposal for the study of textual / discursive genre "personal testimony" under the bias of orality and linguistic variation

Abstract

This article shows that the work adapted to the school jury, here referred to as "Jury Covert" is configured as a practice of literacy performed in a meaningful context for learning. Theoretically we support us in Bakhtin (2003), Bortoni-Ricardo and Dettoni (2001), Hilgert (1996), Marcuschi (2008), among others. Through this article, we present a proposal of didactic material that stimulates the students, especially the reading and analysis of the genre/discourse "personal testimony", seeking to overcome the naive consciousness of limits for critical awareness of this kind, recognizing the explicit intentions and implicit transmitted it. The didactic activity proposed here allows students oriented time of study, focusing on critical and analytical way the orality continuum and writing of this genre, as well as the observation of the importance of issues such as respect for conversational turn round to round, orality marks, intonation of sentences and voice intensity, among other factors. Permeating these issues also aim to enable reflection activities about language and language, deconstructing false beliefs and linguistic prejudices that there is a better linguistic variety or superior to others. Through the "Jury Covert", we intend to promote the work not only with the varieties most prestigious, but also with the varieties sometimes stigmatized by the majority of society and are frequently used by students. Thus, the activities aim also appreciate the variety of non-prestige that characterize the identity of the students and that are present in textual/discursive genre "personal testimony" to then develop use of the skills cultivated variety of the language itself.