Práticas de oralidade acadêmicas e profissionais na formação e no trabalho do professor de língua portuguesa do ensino fundamental II e médio

Abstract

This master's research aims to analyze the oral genres used by undergraduate language students and Portuguese language teachers from primary and secondary schools to interact in academic and professional literacy practices. From this perspective, studies on teacher training have shown that good training needs to provide support for professional action that allows students to experience different language practices during their undergraduate studies (Fisher, 2015; Costa; Paz, 2017; Bezerra, 2020, among others), as well as providing future teachers with training that does not reduce them to reproducing theories (Gatti, 2015; Gatti et al. 2019; Saviani, 2009; Nóvoa, 2017, among others). As far as orality is concerned, what can still be seen today is that it is an area that lacks greater depth in initial teacher training in Languages (Luna, 2016, 2017). These future Portuguese language teachers will deal with different genres of teaching metier (Brasileiro; Pimenta, 2021, 2022a, 2022b, 2022c, 2023), just as these students while still undergraduates deal with different language practices typical of the academic environment (Lea; Street, 2014). Therefore, our theoretical choice relates studies of literacy, orality, and teacher training, understanding socio-discursive interactionism as our basis (Bronckart, 2006; 2008; Machado; Cristóvão, 2006, among others), which concept of genre is essential for surveying and problematizing the genres of the teaching metier. As for specific objectives, we sought to: a) analyze the oral genres present in the academic literacy practices of literature students; b) analyze the oral genres present in the professional literacy practices of literature students; c) identify the oral genres present in the professional literacy practices of Portuguese language teachers in primary and secondary schools. As a methodology, we carried out semi-structured interviews with four Portuguese language teachers from different institutions, as well as with four students on the Literature course at the Federal University of Juiz de Fora/MG. Our data was collected through video recordings via Google Meet and later transcribed; as a procedure for analysis, we usedthematic orientation segments and thematic treatment segments (Bronckart, 2008) for an initial gathering of themes and subsequent categorization. We then sought to interpret how orality practices are present in the academic environment for language students and in the professional environment for Portuguese language teachers; in this way, we were able toverify the relationships between the genres experienced in training and those required in the work context. The results lead us to understand that undergraduates have little experience with oral genres during their degree course, either in an academic context (seminars and poster presentations) or in a professional context (meetings and parent consultations). In contrast, the teachers reported requiring training to carry out their work using oral genres,such as intense conflict mediation and a diverse series of meetings, in addition to classes. As aresult, we consider that teacher training lacks professional and academic oral practices so that students feel capable of interacting in oral genres during their undergraduate studies. In addition, it is necessary to include explicit reflection on orality in training, since teachers understand the need to master oral discourse in professional life.