SILVA, M. C.; http://lattes.cnpq.br/5243641218974103; SILVA, Marcelo Clemente.
Abstract:
This study aims at interfering on the literacy practices involved in planning and carrying
out school seminars. By analyzing the didactic intervention results we intended to confirm
or not some expectations in order to offer some insights for the development of a school
seminar teaching methodology. This study is based on a qualitative approach known as
action research. The transcription of four school seminars and some written texts used by
students during these events constitute the data for analysis. The seminars were held by
students from High School in History classes. Findings show students low familiarity in
some literacy practices involved in the school seminar production and the need for more
teaching on them. The analysis also shows where the information and knowledge used by
students in seminars come from and the interactional standards established during the
event. This study suggests the possibility for a interdisciplinary teaching of school
seminars. At the same time, it suggests that the seminar offers a good opportunity for
teaching some important dominant literacy practices required for students‟ academic life
and for their active participation in a more and more complex society.