Orality, oral genres, and literature.

Possible and necessary dialogues in teacher training

Abstract

This article aims to reflect on a possible articulation between the teaching of orality and oral genres and literature. Official documents in Brazil, since the 1990s, have already pointed to the need to work with orality and oral genres as essential parts of Portuguese language teaching. However, teachers point out that one of the difficulties in doing good work with orality and oral genres lies in the scarcity of good teaching materials or other sources of resources that can assist them. Reflecting on this, we have carried out practical actions in both initial and continuing teacher training to show how orality and oral genres can be articulated with other teaching objects already traditional in schools, such as literature. In these practical actions, we start from the theoretical-methodological framework of Sociodiscursive Interactionism, especially in the discussions of oral didactics by Dolz and Schneuwly (1998), Schneuwly and Dolz (2004), and articulate them with Candido's (1989) conception of literature. In this article, we will focus on three actions: two for initial training and one for continuing education. The results of the actions allow us to perceive that students advance in literary literacy and simultaneously in understanding how they can develop good work with orality and oral genres.