O seminário e a oralidade na educação básica

Abstract

This dissertation is the result of a research whose focus was the seminar and orality in basic education. From an empirical and theoretical point of view, we consider that contact with oral genres in the classroom is mostly limited to the seminar - "one of the rare oral activities that are practiced very often in the classroom" as he claims Dolz et al (1998, p. 183), our main reference on this subject. Thus, we believe it is possible, through a work proposal with the seminar and orality, to present possibilities of social practices that favor a gradual improvement in the social use of language and in citizen action. Reflecting on these facets, we understand that orality should once and for all occupy the prominent role assigned by official documents from different times. We also defend the need to teach non-linguistic elements such as: facial mimics, postures, looks, body gestures throughout the communicative interaction and other resources capable of better translating our expository language. The theoretical assumptions of this work are anchored, firstly, in the studies of the analysis of genres and orality proposed by Marcuschi (2001, 2005, 2007, 2008, 2010), followed by other authors such as Bortoni-Ricardo (2003) and their research on stylistic monitoring through scaffolding interactions, the Geneva school researchers: Dolz et al (1997, 1998, 2011, 2013) e Schnewly (1997) are also supporters of studies of orality and oral genres, especially the seminar. This framework helped us to better understand the object studied and the elaboration of a didactic proposal for an effective model for seminary teaching in basic education. The general objective of this research was to present discussions and reflections on the relationship orality and the seminar to show that speech must meet our communicative intention, in addition to developing the social use of language and improving language skills.