Oralidade e formação de professores: O desenvolvimento de capacidades docentes na formação inicial de letras da UFJF

Abstract

This research aims to analyse which teaching capacities (CRISTÓVÃO; STUTZ, 2013) and which topics related to the orality axis in Portuguese teaching were developed during the course named Supervised Intership I. This course was offered in the context of the Language Studies graduation offered by Federal University of Juiz de For a, during the first semester of 2018. Studies on teacher formation (GATTI, 2010; GARCIA-REIS E MAGALHÃES, 2017; NÓVOA, 1992; PIMENTA 1997; 1999; among others) have showed that graduation courses focused on teacher formation contain flaws in the number of courses directed to teaching in comparison with the number of theoretical courses. They also point out other issues, such as insufficient empashis in aspects of teacher’s professional practice. In what concerns Portuguese teaching, the orality axis is also undervalued when compared with writing, and as research fied, even though there is a constant increase in the number of studies in this topic (MAGALHÃES, 2006; 2008; COSTA-MACIEL; FIGUEIRÊDO; 2016; among others). One of the reasons for this situation is that writing is better valued in our society, while orality is conceived as a natural skill that doesn’t need to be taught and systematized at school. Therefore, this research is built based on the theory of Socio-discursive interactionism (BRONCKART, 1999; 2006; DOLZ, SCHNEUWLY, 2004; MACHADO, 2009; CRISTÓVÃO E STUTZ, 2011; among others) in intersection with other theoretical considerations, especially those regarding literacy studies, orality and teacher formation. The reason for this theoretical choice is that it provides practical means for classroom work, being appropriate to our investigation in the Estágio I course. Thus, the specific objectives in this research are: a) to analyse the teaching capacities mobilized during the lessons; b) to analyse the orality topics approached in lessons through textbook and case study (as tools). The chosen methodology, based on Thiollent (2013), was participatory action research on three recorded and transcribed lessons, which enabled us undertake data interpretation aligned to content analysis (BARDIN, 1977). The interpretation process was carried out taking into account the teaching capacities and the orality topics. The data, collected through audio recordings and field notes, showed that the three lessons of the course enabled the development of teaching capacities which aren’t related to the tools (textboox and case study) or to the text genres (fairy tales, round table discussion, debate and oral interview). Such statement indicates that teaching capacities (CRISTOVÃO; STUTZ, 2013) promote the formation process, once they allow future teachers to learn about the teaching practice in a very fruitful course where school practice can be experienced. In what concerns the orality topics, we were able to verify that this axis in known and acknowledged by students. However, there are gaps concerning the systematization of oral genres practices. This points out necessity for further debate on pre-service formation in several of its aspects. Finally, we highlight the relevance of this work for promoting dialogues with fields still in need of further research and for its contributions on orality teaching to mother tongue teachers.