O Gênero seminário em educação: gestos e dispositivos didáticos

Abstract

The oral modality insertion in the classroom, in Brazil, although attested by the National Curriculum Parameters, is still incipient. The debate about praxis involving formal public oral genres as objects of native language teaching can collaborate to broaden the space offered to orality. Therefore, this work has as general goal analyze the internal didactic transposition of the seminar textual genre in a school context. The ethnographic qualitative methodology was used, followed by an interpretative orientation for data gathering and corpus analysis, consisting of videotapes of a teaching sequence of 12 hours/class, developed by a teacher in an eighth grade class of Fundamental Education of a state school in the public network of Dourados, Mato Grosso do Sul. The teaching sequence classes were decomposed and synthesized through the synopsis tool and then described and analyzed from the focus of the teaching object, the didactic gestures (founders and specifics) mobilized by the teacher and the didactic devices used by her. The research is based on theoreticalmethodological assumptions of Sociodiscursive Interactionism (SI) and on theoretical contributions derived from it, such as the work of researchers from the Geneva Group and also Brazilian researchers. The data analysis revealed that in the didactic interventions, the teacher selects important aspects of the seminar as textual genre, although it benefits some objects of teaching related the teachable dimensions of this genre to the detriment of others. It also extended the notion of didactic gestures and demonstrated the relevance of these linguistic movements in the praxis analysis involving oral textual genres. It was noticed that the insertion of orality as an object of native language teaching is associated with the training of teachers, in initial and continuous formation, focusing on praxis that incorporates not only the oral formal public genres and the elaboration of didactic devices related to these genres, but also in didactic gestures.