A oralidade fora do vácuo: a linguagem oral como objeto de ensino e de aprendizagem a partir do seminário

Abstract

The oral gender approach in the classroom enables students to develop skills that will be useful to them in real events, in different situations of interaction. Having oral language as an important tool in the communication process and the hypothesis that systematic work with oral genders can provide a better performance of the students' communicative competence, the present study has as a general objective to work the gender seminar as a teaching object through a didactic sequence, based on (SCHNEUWLY; DOLZ, 2004). The specific objectives are: to investigate the teaching of oral modality orality in the didactic material; to exercise skills and practices in structuring, organizing and presenting seminars; to apply activities that develop communicative competence with a focus on the linguistic and non-linguistic means pertinent to the gender seminar; to identify and know the discursive markers, their functions within the text and their importance in an oral presentation and to produce a folder as a product of the research for the dissemination, among students and teachers of the school, of the stages, organization and structuring of the seminar. The research was conducted in a ninth grade class of the Teodoro Sampaio Municipal School, located in the city of Rio de Janeiro, and followed the methodological orientation of the research-action in which the subjects are also builders (active) of the research (THIOLLENT, 1997). Translated with www.DeepL.com/Translator (free version) Authors such as Maciel (2013), Veiga (1998), Dell’Isola (2016), Schneuwly end Dolz (2004), Marcuschi (2007), among others, have as theoretical contribution. In addition, a survey has been made of official teaching documents and teaching materials to see how the topic is addressed in these sources. A proposal for an intervention was therefore applied with the intention of making the students able to work on the structure of the seminar, taking into account linguistic and non-linguistic means, their communicative function, their linguistic suitability, especially for the use of discursive markers. Through the corpus of seminars produced, initial production, diagnosis, and final production in the application of the didactic sequence, it was possible to see advances in the development of students' linguistic competence, in the organization and presentation of seminars when applying their knowledge in relation to linguistic and non-linguistic media, there were also advances in relation to linguistic elements such as the use of discursive markers, however, there were difficulties in terms of time. For an even better result, it would be necessary to deepen the linguistic elements relevant to gender, which would require more time. With this result, it is hoped that the problems initially demonstrated by students can be minimized by adopting a systematic teaching approach, involving formal oral gender teaching in the classroom.