A oralidade e os gêneros orais acadêmicos na formação de professores, jornalistas e advogados

Abstract

Activities involving orality are often used in the academic context, both in the classroom and in events and situations aimed at disseminating scientific knowledge, assuming the character of an evaluative instrument. Considering this reality, the present research intends to investigate the role and space allocated to academic oral genres in the training process in Law, Journalism and Literature graduations. Regarding the methodology of an interpretative qualitative bias, initially, we carried out a documental collection. With this collection, we obtained the information present in the Political Pedagogical Project of the Course (PPC) of the courses: Letters, Journalism and Law of the UFPB, focusing on the section destined to describe the skills and competencies required of the students in the process of academic formation. The second stage of the research consisted of data production, carried out through questionnaires and interviews with professors and students of the three courses. We based the data analysis on the understanding of conceptions about academic orality, as well as the observation of oral genres conceived by the agents involved in literate practices at the university in the light of the concepts of Sociodiscursive Interactionism (ISD), present in Bronckart (1999; 2008; 2022), in dialogue with the idea of disciplinary culture (Hyland, 2004), and with the constitutive elements of teaching activity, drawn by French ergonomics, based on Amigues (2002; 2004). The considerations brought in the analyzes and discussions throughout the thesis reveal the need to develop methodologies that provide an understanding of the work with orality in the different training spaces. This relevance becomes even more urgent when one observes the absence of guidelines for working with orality, observed in the three courses that served as a reference for our discussions. Thus, despite the concern on the part of teachers to propose actions aimed at oral work in the classroom, given the professional reality that the student will experience after training, there is no articulation between the specific genres of each profession and the work carried out in the academy. In our understanding, this lack of systematization to deal with orality is due to the absence or insufficiency of the guidelines in the academic curriculum. Finally, the research reveals the need to conceive oral genres not only as an evaluation instrument, but also as objects to be taught. It leads us to the contribution left at the end of this thesis, followed by questions that aim to assist the process of evaluation of academic oral genres – through which the oral genre is understood as a didactic tool.