Formação docente pela experiência: capacidades de linguagem para o ensino da oralidade com gênero tutorial

Abstract

This research is part of the field of Applied Linguistics, with a focus on teacher education, and its main objective was to investigate what knowledges emerges from a teacher education course for teaching orality with the oral video tutorial genre. As specific objectives, we sought to a) analyse the teachable dimensions of the tutorial genre; b) Analyse the language capacities developed by the teachers in the production of the tutorial, verifying the emergence of language operations specific to orality; and c) understand the reflections made by the teachers during the course “Practices of orality in the teaching of Portuguese Language”. To this purpose, we built a didactic model of the textual genre video tutorial and offered a teaching education course, to graduated and graders, which included disciplinary and didactic-pedagogical knowledge about orality, teaching oral genres, the use of technologies and the experience of producing and circulating the genre. As a theoretical and methodological contribution, we brought the discussions about i) orality and literacy studies; ii) Sociodiscursive Interacionism; iii) oral textual genres; iv) Didactic Engineering; v) Language Capacities; vi) Human Development; vii) Action-Research methodology. The research corpus was made up of 30 video tutorials, which enabled the construction of a didactic model, based on the ISD’s orientations. To analyse the language capacities, we used two teachers’ text productions, initial and final, and, finally, the transcription of a reflexive section about the course experience and the production of the tutorial, which provided the comprehension of the reflections made by the course members, adopting the Segments of Thematic Orientation and the Segments of Thematic Treatment. Related to the first objective, we elaborated a didactic model of the video tutorial, cataloguing its characteristics. About the second, we verified that, since of the didactic sequence and the production of the tutorial, the course members developed the most of the language capacities related to the genre. We also verified the appearance of specific language capacities related to the tutorial and the oral genres in general. With respect to the third objective, we comprehend that an experience of a teacher education “to” and “through” the language arises as powerful way to realize the teacher education, since as allowed an immersion of the course members in practices of text production, resulting in emersion of reflections about the concepts of orality and its teaching, teaching acting and the representations that the course members had about themselves. Since these results, we concluded that, although there are gaps in the teaching education to teaching orality, it is possible to modifying this picture, making teachers, graduated and graders, being capable to work with oral genres in their classes, in an effective and efficient way, contributing to their students’ citizen education.