O letramento escolar: descrição de uma proposta de ensino do seminário.

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.