Práticas escolares com o gênero oral seminário: um estudo à luz da abordagem discursiva.

Abstract

The Parâmetros Curriculares Nacionais (National Curriculum Parameters) (PCN) instruct that orality should be one of the contemplations of Portuguese language classes, taking into account its uses and forms. The seminar, for example, one of the few formal oral genres requested in schools, but it is practiced without a real didactic work on its particularities such as: intonation, pause, rhythm, well elaborated speech, harmonious gestural articulation, interaction with the listeners, and even less its content, its style, and its compositional structure. Based on such knowledge, the objective of this research is to analyze and describe the discursive role of the seminar in school practices as a way lead students to be social actors. This is an applied and qualitative research, whose participant actors are the teachers and the second year High School students who have submitted to make seminar presentations. In order to base the research we take as theoretical anchorage the assumptions of Bakhtin (2003), Dolz & Schneuwly (2010), PCNs (1998), Fávero, Andrade and Aquino (2005), Porto (2009), Vieira among others Through the data analysis it was possible to verify that the practices that work with formal oral discursive genres are not yet effectively systematized, and when they are performed, the discursive dimension of the language is disregarded. Although orality occupies a prominent place in daily life, written modality reigns in the classrooms with greater predominance than it, with emphasis on grammatical analysis, often leaving aside a discursive and verbal interaction approach.