Os gêneros orais formais: reflexões sobre a adoção do seminário no ensino médio.

Abstract

In our country, Brazil, for some time that the teaching o f oral is predicted by official documents which direct, among others, the pedagogical practice of the discipline Portuguese Language. However, although the speech it is, in relation to writing, a activity much more central, that is, occupies a prominent place in the relations maintained daily by people, inclusive on the day-to-day of the schools, are not taken to the classroom reflections solid on the uses of this modality of the language in various speech genres. Some of these genres, the formal orals, need to be worked in a special way, because can they not be learned naturally; should be taken's as objects of teaching, therefore. The seminar, for example, even though very widespread in middle school and academic, is constantly practiced without having been effected a true didactic exercise on the particularities of its content, its style and, especially, its compositional structure. In this sense, Bakhtin (2006, 2010), Marcuschi (2008) and Dolz & Schneuwly (2010), together with other employees of the School of Geneva, were the basis of our research. With them, we seek to answer, from a approach theoretical-methodological socio-discursive, the a series of questions motivated by the observance of this lack of planning and systematization of oral genres, especially of the oral formal genre, the seminar. The High School emerged as a preoccupation apart, in this work. The fact is that universities and faculties require, now and then, that such practices to be planned and executed the best possible way, and, almost always, "the beasts" (as they are called the freshman) who arrive there demonstrate absolute unpreparedness in the production of an oral exposition