Agir docente no ensino dos gêneros orais: cenas de formação e de atuação em sala de aula.

Abstract

This study had as its central theme the teaching practice in teaching orality, and its main objective was to investigate how teachers act when planning and teaching orality, establishing relations with the process of continued education developed during the research. The specific objectives were: a) to analyze the configuration of the prescriptive act in teaching orality plannings; b) To identify the teachers’ concept of teaching orality and its implications to their attitudes in classroom; c) To discuss in what ways the teacher’s acts are reshaped when facing the instructions of the continued education course entitled “Debating Orality in School”. Following Applied Linguistics discussions, the research is based on the theoretical contributions of Socio-Discursive Interactionism (SDI) on teaching act (BRONCKART, 2006, 2008, 2012, 2013; MACHADO, 2006; SCHNEUWLY and DOLZ, 2004) and on researches on teaching oral genres in school (ARAUJO and SILVA, 2013; BENTES, 2010, 2011; FAVERO, ANDRADE and AQUINO, 2011; PEREIRA, 2011; MAGALHÃES, 2007; BARROS-MENDES, 2005; MARCUSCHI and DIONISIO, 2005; MARCUSCHI 1997). This is a qualitative and collaborative research, developed from observation, collaboration and records of the data collected in the study field. As methodological tools we used participant observations, field journal, documental study and video records. The Corpus was constructed from the observation of the teaching practice, the continued education course and the performance of the teaching practice; and is composed of three prescriptive documents prepared by the teachers, a chart and seven video records. The data analyses suggested a prescribed act ruled by the school’s pre-established norms, being sometimes scripts, and sometimes, didactic sequences. On the teachers’ prescriptions it was possible to observe a sequence of actions related to oral genres; however, they were limited to the presentation of school contents and thematic content. Two recurrent concepts of orality were found in the teachers’ speech and practices: the “spontaneous” concept in the use of speech, marked by improvised practice during questions and answers and during the oral exposition in public; and the “writing oralization” concept, recurrent during reading out loud activities and oral corrections of writing activities. Finally, some timid reconfigurations in the practice of teaching orality were observed. We highlight the presence of oral genres in the classes of the participant teachers and the configuration of a more contextualized and continuous practice in the process of teaching orality.