Oralidade e letramento no ensino superior: dimensões e usos do gênero seminário

Abstract

This article aims to investigate the practices of orality and the presence of oral genres in the academic sphere. To achieve this, we revisit established concepts that underpin this work, as proposed by Bakhtin (2016), Marcuschi (2001, 2005, 2008a, 2008b, 2020), Dolz and Schneuwly (2004), among others. Based on this theoretical contribution, we reflect on the curriculum developed for the training of Portuguese language teachers at a higher education institution. Next, we propose a didactic model for the oral genre of academic seminars, considering that, although it is one of the most practiced oral genres in the academic sphere, it is often treated intuitively. Finally, we present an experience working with the seminar genre involving students from the Language Studies program at the same institution. The curriculum analysis indicated progress regarding the study and didactic treatment of orality. However, the systematic study of oral genres is still underexplored in the document. The experience with students highlighted that the oral genre of seminars needs to be conceived as an orality activity, involving literacies, as it operates at the intersection of reading and writing and utilizes various semiotic resources.