A retextualização de contos do livro Olhos d’água para gêneros orais: uma proposta para a formação de professores

Abstract

This article aims to contribute to the reflection on a proposal for teacher education referring to the practice with oral genres, and to discuss the importance of practicing with orality in the teacher education, articulating the knowledge to teach with the knowledge for teaching. Concerning this, we start from studies of the processes of retextualization of speech into writing (Marcuschi, 2010), articulating them with the framework that we mobilize for the teaching of oral genres: Sociodiscursive Interactionism (Bronckart, 1999, 2019), in addition to discussions on Oral Didactics, Didactic Model and Didactic Sequence (Dolz, Noverraz and Schneuwly, 2004). Methodologically, we assume a qualitative-interpretative perspective from which we analyze the product of three practices by Pedagogy students, which concern the retextualization of a written text, in this case, a short story from the book “Olhos d’água”, by Conceição Evaristo, into an oral genre text. The results indicate that the development of the activity contributed to students thinking about oral genres in an analytical and reflective way, acquiring knowledge about orality that could contribute to their own development of language capacities in the oral modality, but also to the appropriation of knowledge that should be the object of teaching for these future teachers.