O gênero podcast de causo de assombração na escola do campo: do desenvolvimento de capacidades de linguagem à valorização da identidade rural

Abstract

This research, of an investigative and interventionist nature, regarding the development of language skills, is directed to the oral axis of Portuguese language studies and inserted in the Professional Master's program at the Federal University of Juiz de Fora. Starting from the conception of the text genre as a mega instrument (SCHNEUWLY; DOLZ, 2004), this action research work that adopts the methodology proposed by Thiollent (1986), intends to verify to what extent the work with a didactic sequence of the podcast genre haunting in a 7th year elementary school class at a public school, located in a rural area, contributes to the improvement of language skills related to orality, providing a glimpse into the human development of the subjects. To this end, this work is developed based on reflections on the relationship between speech and writing developed by Marcuschi (2004); Schneuwly and Dolz (2004), in the scheme of the genre didactic model and the didactic sequence of Dolz, Noverraz and Schneuwly (2004), in the reflections on Bueno's oral teaching; Costa-Hübes (2015); Cavalcante (2007); Cristóvão (2013); Magalhães (2021), in the conception of development of language skills in Dolz and Schneuwly (2004); Cristóvão (2013), based mainly on the theory of Sociodiscursive Interactionism postulated by Bronckart (2006), which defends language as the main tool that enables the human development of individuals, who act in social contexts through textual genres . As an initial situation, it was identified that the class participating in this work was shy and involved in little systematized work with oral genres in the classroom and that, when they were involved in oral activities in more monitored situations of use, they demonstrated shyness in carrying out these practices. . However, after the development of the didactic sequence with the genre, in this research work, produced based on the scheme adapted by Costa-Hübes (2008), the development of the five oral language skills focused on in this study was noted, showing maturity in the skills of oral communication, as well as the potential and resilience of students in the face of the initial challenge of overcoming shyness in participating in oral activities in monitored use situations. The advances could be observed from the results generated in the final production proposed in the didactic sequence in comparison to the initial production, thus indicating the effectiveness of the didactic sequence with the podcast genre haunting cause as a mega working instrument to develop language skills of students. students.