Um olhar para os gêneros indispensáveis – e invisíveis – que constituem o fazer docente: indícios de ampliação de capacidades de linguagem a partir de uma sequência didática com o gênero a roda de conversa

Abstract

This research, part of the Professional Master’s Degree Program in Letters at the Federal University of Juiz de Fora, aimed to develop a Didactic Genre Model (DGM) for the oral genre conversation circle — one of the genres that constitute the macro‐genre “Classroom” — based on an investigation of its teachable dimensions. The pedagogical aims were to facilitate, through the design and implementation of a didactic sequence — compiled in a pedagogical workbook accompanying this dissertation — the development of students’ language capacities, especially those related to orality, among 6th‐grade students in a public school in the Zona da Mata region of Minas Gerais, where the researcher teaches. In addition, the study sought to contribute to creating a classroom space characterized by more respectful, collaborative, and meaningful interactions. The research was framed as action research (Thiollent, 2011), because it intervened in teaching practice while investigating and refining the teaching of orality, allowing for continuous and reflective adjustments during the didactic sequence implementation. The study is theoretically anchored in Sociodiscursive Interactionism (Bronckart, 2006, 2008) and in discussions about autonomous oral teaching (Marcuschi, 2004; Schneuwly & Dolz, 2004; Cristóvão, 2013; Magalhães, 2021). The DGM was constructed through analysis of three videos of actual productions made available on YouTube, meeting the following criteria: containing the expression “conversation circle” in the title or description; having been carried out in person; and exhibiting characteristics consistent with the definition of the genre drawn from the theoretical framework employed in this study. It was possible to identify the constituent features of the genre and understand it as a formative and collaborative oral genre, oriented toward the exchange of knowledge, experiences, and viewpoints about a common theme, mediated by a participant who structures speaking turns and fosters dialogue among interlocutors. The students’ oral productions were recorded, transcribed, and analyzed using language operations that especially considered the multimodal capacity. As an instrument for generation and analysis, a pedagogical workbook containing a didactic sequence oriented toward the oral genre conversation circle was developed (Dolz; Noverraz; Schneuwly, 2004; Costa‐Hubes, 2008). The results indicated that the conversation circle, as a systematized oral practice, promotes significant advances in students’ language capacities, such as strengthened coherence and thematic progression, improved active listening, and greater respect for speaking turns. Moreover, it was observable development in multimodal capacities, with more intentional use of gestures, intonation, and facial expressions as meaning‐making resources. From the teaching perspective, the pedagogical mediation shifted from a model centered on directive questions toward a more dialogic and responsive stance, one that legitimized students’ voices and promoted collective construction of meaning. The DGM for conversation circle systematized in this research delineated teachable stages and dimensions that can support teachers’ planning and contribute to intentional teaching of orality in elementary school. It is concluded that working with oral genres in a planned and theoretically grounded way reduces the invisibility of orality in curricula, enhances critical and humanizing pedagogical practices, and strengthens the role of language as a tool for transforming relationships in the classroom. This contributes to narrowing the gap in theoretical and didactic materials focused on oral genres, and bolsters teacher training for work in this domain of teaching and research.