Expressão imuno-histoquímica de metaloproteína em carcinoma epidermóide de lábio inferior e língua

Conselho Nacional de Desenvolvimento Científico e Tecnológico

Expressão imuno-histoquímica da e-caderina e do CD44v6 em carcinoma epidermóide de lábio inferior e língua

The objective of this study was perform, by the streptoavidin-biotin technique, an immunohistochemical analysis of the E-cadherin and CD44v6 in 15 lower lip squamous cell carcinomas and 15 of tongue, with varied histologic gradation of malignidade, in order to establish a possible relation between the expression these proteins and the anatomical localization of the lesions, metastasis, as well as with the Bryne`s histolologic grading of malignancy system. It was not observed significant statistical association between the localization of the lesions and the malignancy score, however, had a significant correlation between the histologic parameters of malignancy gradation and the total score of malignancy, being that the parameter degree of keratinization presented the highest correlation (r = 0,844). Taking in consideration the anatomical localization of the lesions, it was not significant difference between the profile of expression and the amount of immunopositive cells for Ecaderina and CD44v6. To the metastasis variable, also it was not observed significant difference between the profile of expression and the amount of immunopositive cells for evaluated proteins. However, it was observed a statistical significant difference in relation to the scores of malignancy, being that the low score presented the highest values for the profile of expression and the amount of immunopositive cells for the E-caderina and the CD44v6. It was observed a statistically significant and negative correlation between the expression profile, the amount of E-cadherin and CD44v6 immunopositive cells and the total score of malignancy. Therefore, based in the results of this study, it was concluded that the expression of the immunohistochemical markers E-caderina and CD44v6 did not constitute histological indicator of aggressiveness for the patients with lower lip and tongue squamous cell carcinomas

Expressão imuno-histoquímica das integrinas α2ß1, α3ß, e α5ß1, em carcinoma epidermóide de lábio inferior e língua

The unpredictable biologic behavior of the oral squamous cells carcinoma has determined extensive research on the evolution of such tumor. Due to the existing relation between the outer cell matrix and the tumor cells, the integrins have been used as markers in the predictive study of the cell behavior. This study aims to analyze immunohistochemically the expression of the integrin α2β1, α3β1, and α5β1 connections for the collagen, the laminin and the fibronectin respectively in 15 cases of squamous cells carcinoma from the lower lip and 15 from the tongue, with different scores of malignance grading. A predominantly diffuse, cytoplasm and granular immunological marking was observed in the majority of the analyzed cases. According to the marking intensity, integrin α2β1 appeared positive in 80% of the lip and in 93,3% of the tongue cases. The immunological reactivity of integrin α3β1 was classified as positive in 60% of both the tongue and lip cases. For this integrin, 20% and 33.3% of the tongue and lip cases, respectively, were negative. In relation to integrin α5β1 the intensity was classified as positive in 53,3% of the cases and strongly positive in 46,7% of those located in the lip. In the tongue carcinomas, the intensity was positive in 46,7% of the cases and strongly positive in 53,3%. The statistic analysis did not show any significant differences or correlation of expression between these integrins nor between the anatomical sites or between different scores of malignancy grading. The expressive immunological marking of the integrins, α2β1, α3β1, and α5β1 in the studied cases of squamous cell carcinomas leads us to think of a great participation of these proteins in oral carcinogenesis; however, our results do not allow us to correlate its expression as an indicator of variations in the biological behavior of this neoplasia

Estudo in vitro dos efeitos da BMP-2 e do seu antagonista Noggin sobre a proliferação e migração celulares em carcinoma epidermóide de língua

Oral squamous cell carcinoma (OSCC) is the most prevalent malignancy in the oral cavity and reach a large number of individuals, has become an important public health problem. Studies have demonstrated changes in pathway components BMP in various types of cancers as prostate, colon, breast, gastric and OSCCs. Is the current knowledge that these proteins may exert pro-tumor effect in more advanced stages of neoplastic development coming to favor progression and invasion tumor. The inhibition of the signaling pathway BMP-2 through its antagonists, have shown positive results of antitumor activity and use of Noggin may be a novel therapeutic target for cancer. Given this evidence and the few studies with BMP-2, Noggin and OSCC, the objective of this research was to evaluate the effect of BMP-2 and its antagonist Noggin on proliferation and migration cell in line of cell cultures of human tongue squamous cell carcinoma (SCC25). The study was divided in three groups, a control group, where SCC25 cells suffered no treatment, a BMP-2 group, in which cells were treated with 100ng/ml of BMP-2 and a group of cells that were treated with 100ng/ml of Noggin. For the proliferation assay and cell cycle were established three time intervals (24, 48 and 72 hours). Proliferative activity was investigated by trypan blue and cell cycle analysis by staining with propidium iodide flow cytometry. The potential for migration / invasion of SCC25 cells was performing by a cell invasion assay using Matrigel in a 48-hour interval. The proliferation curve showed a higher proliferation in cells treated with BMP-2 in 72 hours (p < 0.05), and lower overgrowth and cell viability in Noggin group. Recombinant proteins favored a greater percentage of cells in cell cycle phase Go/G1 with a statistically significant difference in the interval of 24 hours (p < 0.05). BMP- 2 produced a greater invasion of cells studied as well as its antagonist Noggin inhibits invasion of cells (p < 0.05). Thus, these results indicate that BMP-2 promotes malignant phenotype, dues stimulates proliferation and invasion of SCC25 cells and, its antagonist Noggin may be an alternative treatment, due to inhibit the tumor progression

Perfil imuno-histoquímico do infiltrado inflamatório no front de invasão em carcicomas epidermóides de língua e lábio inferior

The progression of the oral squamous cells carcinomas (OSCCs) seems to suffer influence from related factors to the host, as local and systemic immunologic response, which are essential to the antineoplasic defenses. The purpose of this study was evaluate the local immunity in 30 tongue and 20 lower lip SCC by immunohistochemistry method, utilizing antibodies anti-CD3, CD4, -CD8, -CD25 e -ζ(zeta), which immunoexpressions were compared considering the anatomical localization, the intensity of the inflammatory infiltrate into the front of invasion and metastases. The CD4/CD8+ ratio was calculated for each case and associate with the mentioned variable, being the intensity of the inflammatory infiltrated also compared with the anatomical localization and metastase and for this the cases had been grouped in two categories: (n = 10) absent/scarce inflammatory infiltrate; and (n = 40) moderate/intense infiltrate. Fisher´s exact test was performed (α= 0.05) and it was not observed any significant correlation between these groups with anatomical sites and metastases. With regard to the immunoexpression, the CD3+, CD4+, CD8+ and CD25+ cells count was higher in the lower lip SCCs while the anti-ζimmunomarcation was more evident in the non metastatic cases. Through the statistical analyses, it was verified that the CD3 exhibited positive-significant correlation with the inflammatory infiltrate (p = 0.023). Furthermore, antibodies against CD8 and CD25 cells were also significantly correlated with the inflammatory infiltrate (p = 0.002 and 0.030, respectively) and with the anatomical site (p = 0.004 and p = 0.004) mainly in the lower lip SCCs. CD4/CD8 ratio did not show significant association with metastase nor with anatomical localization. We conclude that the inflammatory infiltrated of the Bryne s (1998) system did not constitute an indicator of aggressiveness in the tongue and lower lip SCCs analyzed and that clinical behavior of the SCCs studied was related in part to the immunohistochemical profile of infiltrated the inflammatory present in tumoral invasion front

Aprendizagem da língua japonesa apoiada por ferramentas computacionais: estudo e desenvolvimento do jogo Karuchā Ships Invaders

The use of technology tools for teaching and learning has grown increasingly in our daily life. In this context, a branch that has had tremendous growth is the area of teaching and learning language through computational tools. The study of CALL (Computer Assisted Language Learning), accomplished in this research, aims to evaluate existing tools in this context, focused specifically on the Japanese language; and from this study, accomplish the development of a new computational tool that can assist teaching/learning of the Japanese language. As results, we present a wide survey on the subject in various technologies/devices, as well as the complete development process of a new tool, the Karuchā Ships Invaders game, that proposes to teach basic concepts of the language, blended with entertainment, and still, focusing on the Brazilian students of Japanese language audience. We will present all the concept phases of the game and its evolution through the research, as well as an interface evaluation. Still, we present proposal and validation of a method to evaluate motivational aspects of computational tools with educational focus, and results extracted from an experiment accomplished with prospective users

O ensino da língua portuguesa na televisão: uma análise através do programa afinando a língua

The present dissertation aims to an approach of the teaching of Portuguese language on television, trying to find how possible is the contribution of this communication media in the sense to give a higher classroom dynamism and to excite the students for that subject. The TV show Afinando a Língua (roughly, putting the language in tune ), a Canal Futura feature, have as one of these main purpose be shown on the classrooms as a tool that could enlarge the possibilities of a subject often took as particularly difficult. Blocked by the traditional grammatical teaching, the Portuguese lessons have been for years pictured as hermetic and far from the Brazilian speakers reality. So, people create myths around the language that earns adjectives as complicate and inaccessible and that Brazilians can t speak the Portuguese really good, because it only happens in Portugal, the original country of the language. These myths start exactly because the teaching orientation take their basis only on the standard language, in fact just one of the language variations by the way, anywhere in the world dictated by ancestral rules, once produced in Portugal. The regular school don t accept the Portuguese variation as a natural fact for a huge country as Brazil, with almost 190 million people, regarding it as a wrong way of talking. The repression that follows the students from the early school days make them repel the language supposedly learned at school. In fact, they normally face it as something unfamiliar, different from the language that they have use to learn at home, from the family and neighbors Instead of giving new possibilities for the language learning, the television, a powerful audiovisual device, only reinforces the idea that everyone, in any life situation, should talk the standard Portuguese, turning its back to the learning acquired much earlier that any person reach the school. This conservative attitude brings almost no changes, between the shows that try to teach the idiom and the traditional Portuguese lessons, wasting valuable tools that could lead to the possibility to open the classroom to the outside world, and to the wider knowledge of the differences from each Brazilian region culture, a positive attitude that could much enlarge the cultural and linguistic students universe

Efeitos da laserterapia na atividade biológica de células de carcinoma epidermóide de língua humano

The low level laser therapy (LLLT) has shown to be effective in promoting the proliferation of different cells in vitro, including keratinocytes, osteoblasts, endothelial cells and stem cells. It has been speculated that the biostimulatory effect of LLLT could cause undesirable enhancement of tumor growth in neoplastic diseases, since the malignant cells are more susceptible to proliferative stimuli. Within this context, this study evaluated the effect of LLLT on epidermoid carcinoma of the tongue cell line (SCC25) proliferation and invasion. Cultured cells were irradiated with an InGaAIP diode laser, 660nm, 30mW using two energy densities (0.5J/cm2 and 1.0J/cm2). Proliferative activity was assessed through trypan blue staining method and through cell cycle analysis using flow cytometry. The invasive potential was measured through cell invasion assay using matrigel. Cyclin D1, E-cadherin, -catenin and MMP-9 expressions were analyzed by immunofluorescence and flow cytometry and related to the investigated biological activities. Proliferation curve demonstrated that SCC25 irradiated with 1.0J/cm2 had the highest proliferative rate when compared to the control group and the group irradiated with 0.5J/cm2 (p<0.05). LLLT affected cell cycle distribution and energy density of 1.0 J/cm2 promoted a higher percentage of cells in S/G2/M phases, with statistically significant differences at 24h interval (p<0.05). LLLT, mainly with 1.0J/cm2, revealed significantly higher potential for invasion and influenced the expression of cyclin D1, E-cadherin, -catenin and MMP-9, promoting the malignant phenotype. In conclusion, our results indicate that LLLT has an important stimulatory effect on proliferation and invasion of SCC25 cells, likely due to altered expression of proteins associated with these processes

Cartões de saudações em língua inglesa: uma prática de letramento em análise

This research aims at studying the use of greeting cards, here understood as a literacy practice widely used in American society of the United States. In American culture, these cards become sources of information and memory about people‟s cycles of life, their experiences and their bonds of sociability enabled by means of the senses that the image and the word comprise. The main purpose of this work is to describe how this literacy practice occurs in American society. Theoretically, this research is based on studies of literacy (BARTON, HAMILTON, 1998; BAYHAM, 1995; HAMILTON, 2000; STREET, 1981, 1984, 1985, 1993, 2003), the contributions of social semiotics, associated with systemic-functional grammar (HALLIDAY; HASAN 1978, 1985, HALLIDAY, 1994, HALLIDAY; MATTHIESSEN, 2004), and the grammar of visual design (KRESS; LEITE-GARCIA, VAN LEEUWEN, 1997, 2004, 2006; KRESS; MATTHIESSEN, 2004). Methodologically, it is a study that falls within the qualitative paradigm of interpretative character, which adopts ethnographic tools in data generation. From this perspective, it makes use of “looking and asking” techniques (ERICKSON, 1986, p. 119), complemented by the technique of "registering", proposed by Paz (2008). The corpus comprises 104 printed cards, provided by users of this cultural artifact, from which we selected 24, and 11 e-cards, extracted from the internet, as well as verbalizations obtained by applying a questionnaire prepared with open questions asked in order to gather information about the perceptions and actions of these cards users with respect to this literacy practice. Data analysis reveals cultural, economic and social aspects of this practice and the belief that literacy practice of using printed greeting cards, despite the existence of virtual alternatives, is still very fruitful in American society. The study also allows users to comprehend that the cardholders position themselves and construct identities that are expressed in verbal and visual interaction in order to achieve the desired effect. As a result, it is understood that greeting cards are not unintentional, but loaded with ideology and power relations, among other aspects that are constitutive of them.

A escrita dos professores de língua portuguesa: desvelando dizeres e saberes

This documental research in a qualitative and interpretative nature is inserted in the field of Applied Linguistics and its object of study is teachers‟ writing in a literacy event (public exam) held for teachers of Portuguese Language by municipality in Natal city - RN in 2008. Overall, we have aimed to investigate the textual production of these teachers, considering their knowledge about writing, their sayings in relation to themselves and their views on new technologies and teaching. Specifically, we have chosen the following objectives: a) identifying what knowledge about writing have emerged from teachers' written text; b) analyzing the written text production of teachers, considering the knowledge they have revealed about themselves; c) mapping the sayings of the teachers about the teaching profession and new technologies. Our discussion is grounded theoretically by Bakhtin studies of language (BAKHTIN [1934], 1990; [1952-1953], 2000; BAKHTIN; VOLOSHINOV [1929], 1999); in studies of critical literacy as formulated by STREET (1984, 1995, 2006, 2010, 2014); KLEIMAN (1995, 2005, 2006, 2008); (BARTON, HAMILTON, 1998; BARTON; Ivanic, 1991); studies on teacher training in critical educational perspective (GIROUX, 1986; 1987; 1997; 1999) FREIRE, 1999; 2001). The corpus of this study is consisted of written texts by participants of this examination about the Writing Test, in which they were asked to produce an opinion paper. The research has allowed us to realize that, in relation to the writing, despite the recurring negative discourse on literacy teachers, especially the Portuguese ones, these, in the fabric of their texts, both have revealed to have dominion over the formal structure, particularly in respect to prototypical schema of argumentative sequence, as proposed by Adam (1992, 2008) and the mechanisms of textualization postulated by Bronckart (2007), and on those enunciation-discursive strategies relating to opinion genre. The relevance of this research is justified by seeking to understand the teacher‟s writing beyond the language system, i.e, writing as speech, assuming it as a contrapalavra (BAKHTIN, [1934], 1990) to those voices that insist on underestimating literacy teachers and they do so much harm to society, to the extent that foster a sense of disbelief in the qualification of teachers' work and distrust of the social role of these professionals in the preparation of future generations

Consumo c(l)iente: abordagem do gênero anúncio publicitário em livros didáticos de língua portuguesa do ensino médio

Portuguese language textbooks, according to what has been preconized on the official document to education, have been configured on discursive genres imported from diverse spheres of human activity. Adverts, genre of ample social circulation, spread from the Advertising sphere to the schools and started being approached by these collectaneas as an object and a tool for teaching. Therefore, this research deals with the approach of ads in Portugese textbooks. These discursive practices matter for the impact or appeal they exert over the (new) consumers, among which High School students; for their representation in the capitalist system, which guides us on our relationships and social practices; and for the mix of languages that end up at their composition, once they encapsulate the spirit of our time, par excellence, the one from the verbal-visual genres. To understand the treatment given to these advertising pieces, from questions/commentaries related to them, two collections were selected by the Programa Nacional do Livro Didático – Textbook National Program (PNLD 2012) among the ones more used by public High Schools in Natal/RN. From Applied Linguistics, from mestizo, nomadic and inter/transdisciplinary identity (MOITA LOPES, 2009), this study falls within the discursive chain of the interpretive tradition of historical-cultural approach (FREITAS, 2010) and names the Bakhtin Circle and its language‟s dialogical conception as inescapable partners. The data of the colletaneas show that the genre approach can happen as concrete utterance, as linguistic artifact and as hybrid, at work with questions and without questions, with the predominance of its occurrence in the portion of the volume devoted to the study of grammar. In the literature chapters and production/interpretation of compositions, it insert is incipient or it doesn‟t happen in the volume. Such a provision has implications for multiliteracies (ROJO, 2012) of the citizen student, once the lack or the abundance of critical reading proposals for this genre, that demand from the student the exercise of knowledge that is necessary to the construction of linguistic and social meanings, can be responsible for guide to a more conscious consumerism (material and cultural) by the chief customers of the work under review. The approaches of the genres seems to indicate a gradual transition that such material have undergone, which means, from the focus on clauses to the focus on utterances, or even the approach as linguistic artifact to hybrid and the concrete utterance, in search of overcoming the traditional tendency of taking advantage of formal aspects of the language, to the detriment of enunciative ones, and for coming into harmony with the guidelines and parameters of teaching in contemporary times, bringing the school duties close to the rights in life.

O processo de ensino e aprendizagem de língua espanhola para alunos cegos: narrativas do ensinar e aprender

En los días actuales, la Educación Inclusiva hay sido eje de amplias discusiones, pues en ella, la educación es direccionada a todas las personas, con discapacidades o no. Por intermedio de ella, todos tienen derechos a una enseñanza de calidad y pueden compartir las mismas oportunidades de aprendizaje. Esta investigación tiene por objetivo hacer un análisis del proceso de enseñanza-aprendizaje de la lengua española en un contexto, en lo cual alumnos con y sin ceguera compartían el mismo espacio educacional. Es por lo tanto un investigación de naturaleza exploratória e cualitaviva, en la cual es utilizada como un herramienta para la recogida de los datos la entrevista semiestructurado con preguntas abiertas, realizada con los profesores de lengua española y sus alumnos ciegos. Como aporte metodológico utilizamos el Análisis Proposicional del Discurso – APD (PIRES, 2008) para que los datos pudieran ser analizados. Los resultados señalaron que, aunque los diferentes condicionantes, los alumnos ciegos, cuanto al proceso de enseñanza aprendizaje de la lengua española, presentan dificultades de orden estructural, personal y pedagógica semejantes. Evidenciado a partir de las declaraciones. También se constató una ausencia de preparación por parte de los profesores referentes a la utilización de recursos didácticos y estrategias de enseñanza que pudieran contemplar a las especificidades de aprendizaje de estos alumnos.

A injunção em livros didáticos de língua portuguesa do 4º e 5º anos do ensino fundamental

This investigation aims at identifying, describing, analyzing and interpreting how textbooks on Portuguese Language approach, beginning with the linguistic material, the effects of sense in texts that predominately employ injunctives. The corpus of this study is comprised of six collections of textbooks on Portuguese Language, which are part of the National Program Guide for Textbooks (PNLD) from 2010, adopted by the public schools in the city of Natal and the object of study for the Read/Tell Project of the Educational Observatory of the Federal University of Rio Grande do Norte (UFRN). Textbooks from the 4th and 5th grades, Elementary School, were analyzed – 12 copies total. For the analysis, we selected 16 writing proposals of injunctive texts. Our study is based on theoretical discussions by Adam (2001a, 2001b) with regard to the genre of: inciting to action. In addition, we consider the work of Koch and Fávero (1987), Koch and Elias (2009), Marcuschi (2003, 2008) Pery-Woodly (2001), Rodrigues (2013), Travaglia (1992, 2007) and Rosa (2007). With respect to discussions on textbooks, we refer to Choppin (2004, 2009), Batista (2003, 2009), Rojo e Batista (2005), and with regard to Portuguese Language textbooks specifically, we consider Soares (1998, 2001, 2004) and Bunzen and Rojo (2005). The proposals for writing in injunctive texts, in the collections analyzed, are tips/recommendations, instructions on making toys and/or games, travel itineraries and cooking recipes, such that 69% of them appear in the 4 th grade textbooks and only 31% appear in the 5th grade textbooks. With respect to the linguistic elements responsible for the construction of directive speech acts and the effects on sense produced by them, the data shows that 50% of the writing proposals do not exploit linguistic categories that implicate the effects on sense using injunctives, or rather, there is no work done dealing with linguistic analysis, while 33% mention the imperative mode and 17% investigate infinitive verbs. In this dissertation, the textual plans of incitation to act genres were studied and in them the linguistic materiality that vehicles injunction. This study might contribute to the improvement of Portuguese language teaching in what concerns the articulation of grammatical studies to textual sequences/types, mainly in the case of Portuguese language textbooks for the 4th and 5th grades of Elementary School.

A (não) assunção da responsabilidade enunciativa em livros didáticos de língua portuguesa dos 4º e 5º anos

Portuguese textbook has been the focus of many investigations, nevertheless, the theme still has much to be discussed, reflected and broadened. This conviction mobilized us to perform this research, seeking to answer three questions: (1) how does the author of the textbook induce the student to give his opinion in comprehension questions of text in Portuguese textbook of 4th and 5thgrade? Which enunciative links are used by the author of the textbook in comprehension questions of text concerning to the assumption of enunciative responsability? And (3) Which enunciative links are used by the author of the textbook in comprehension questions of text concerning to the non assumption of enunciative responsability? In this direction, we define as objective to id entify, describe, analyze and interpret how the (non) assumption of enunciative responsibility materializes itself in Portuguese textbooks. The theme is echoed in the guidelines of the Parâmetros Curriculares Nacionais PCN (1998; 2001), who assume that all education committed to citizenship need to create conditions in order the student can develop his discursive competence" (BRAZIL, 1998, p. 23). This assertion of PCN (1998; 2001) is closely related to our research object, and therefore, it has corroborated to the accomplishment of this study. So, we analyze the comprehension questions of the texts that are elaborated by the authors of Portuguese textbooks of the 4th and 5th grade, used at public schools in the city of Natal-RN in 2010. As a theoretical basis, we have considered the postulates of Textual Analysis of Discourses ATD and Enunciative Linguistics. Our research was mainly based on the studies of Adam (2011), Nølke (1994; 2001; 2006; 2009; 2013), Nølke, Fløttum e Norén (2004) Rabatel (2004; 2005; 2008; 2009), Guentchéva (1994; 1996). Our data analysis revealed that the authors of Portuguese textbooks explore the reading comprehension, inducing students to answer questions that may be categorized like: (1) induction to the assumption of enunciative responsibility, (2) induction for non assumption the enunciative responsibility, (3) orientation for the study of vocabulary and grammar and (4) orientation of extra themes. The results from the comparison of the books of 4th and 5th grade of the two analyzed collections, we observed through the links of (non) responsability Nølke (1994; 2001; 2006; 2009; 2013), Nølke, Fløttum e Norén (2004), which in 79% of the questions, the authors induce the decoding of a content objectively inscribed in the text. In this sense, the notion of understanding a text is compromised, since it is limited to copying contents or transcription exercises, failing to consider the interactive use of language, or rather, failing to expand the student's knowledge in the (re)construction of the text of the meanings. This shows that there is a lack in the deal with the text that includes the textual discursive resources in the reading activities in Portuguese textbooks. We recall, in this direction, the works of Marcuschi (2005), Antunes (2003, 2005), and Bunzen Rojo (2008), among others authors who contributed greatly to orient the choice of Portuguese textbooks. Finally, we believe that the study about the enunciative responsibility phenomenon in Portuguese texto oks offers, above all, instruments in order to the interlocutors identify the elements present in the enunciation and the effects that these elements bring to the (re) construction of the meanings in texts that they read and write in the classroom.

A oralidade no ensino de Língua Portuguesa em livros didáticos para educação de jovens e adultos (EJA): reflexões e proposições

This work appears as a reflection on the oral modality of the language in the teaching of Portuguese Language from textbooks proposed for the elementary school. It has as main aim to analyze the textbooks for the Youth and Adult Education - EJA (6th and 7th grade), the collection "It is time to learn", specifically in regard to educational activities focusing on oral proposals in their constituent units. It is a process of reflection with a view to submitting suggestions arising from the discussions held, given the fact that the writing mode has been identified by some scholars, between these Marcuschi (2005), as the most privileged in the classroom and in most manuals that guide the teaching of Portuguese Language. In this work, we start from a broader vision from the principles of dialogic pedagogy by Paulo Freire perspectives towards pedagogical practices that favor the development of linguistic and discursive student skills. In this sense, we emphasize the formation of a critical subject, who can argue and defend points of view, using oral or written language, in various social situations. In this view, this paper set up aims to identify, describe and interpret the activities proposed to the oral modality of Portuguese Language, from interactional theoretical bases, based on authors as Marcuschi (2005, 2010), Fávero, Andrade and Aquino (1999) Schneuwly and Dolz (2004), Antunes (2009), among others. In addition, the objective was to suggest other educational activities, as a way of expanding the existing ones, in order that addressed more efficiently, to aspects of orality been proposed and aspects of formal oral genres. Methodologically, it is a qualitative research, in which, from the teaching materials used in the classroom, there was a reflection on the orality and the oral teaching of the Portuguese language and has been proposed an expansion of activities one oral mode. In this reflection, analysis of the results revealed that the books investigated, used in Portuguese classes in EJA, include in their proposals orality as an object and teaching axis. However, we appoint the need to expand the teaching proposals with the existing activities in order to give greater emphasis to important aspects of orality already prioritized, and also to address to the formal public genres. In seeking to make suggestions and educational proposals that integrate with existing, we postulated the most effective development for oral skills for the EJA student, in Freire's perspective, as also we thought in a way to provide subsidies which could guide teachers of the Portuguese Language area at the fundamental level of education.