Gêneros orais na educação básica: o seminário escolar como objeto de ensino e aprendizagem

Abstract

The number of studies related to the teaching and learning of oral genres has increased in recent decades, influenced by researchers such as Joaquim Dolz, Bernard Schneuwly, Luis Antônio Marcuschi, Luzia Bueno, among others, and also by the normative prescriptions of the National Common Curricular Base - BNCC (2018), although it is still a smaller number compared to the number of studies focused on the teaching of reading and writing. Considering this scenario and the need to improve work with the orality of our students, this research aims to analyze the development of the language capabilities (Dolz; Pasquier; Bronckart, 2017) focusing on the action capacity, discursive capacity, and multisemiotic capacity necessary for the production of the School Seminar text genre. This research, predominantly qualitative in nature, was conducted in an 8th-grade class at a primary school in the municipality of Itaitinga – CE, and its methodology employed action research procedures (Thiollent, 2011), understood as a type of research that seeks to relate empirical bases to practical actions, aiming at the resolution of collective problems. The theoretical framework was based on studies of Sociodiscursive Interactionism (Bronckart, 2023), with an emphasis on the Context of Production and Language Capabilities, and adopted the didactic sequence as a teaching tool (Dolz, Noverraz and Schneuwly, 2004). At the end of the investigation, based on data analysis, it was concluded that systematic work with the oral genre of the School Seminar significantly contributed to the development of the language abilities of the students participating in the research. As a result of this study, a teaching guide was created with the activities developed in the modules of the teaching sequence and made available as a suggestion for other elementary school teachers.