PRODUÇÃO ORAL E AVALIAÇÃO NA FORMAÇÃO INICIAL EM LETRAS

 A APRESENTAÇÃO DO PÔSTER NOS LETRAMENTOS ACADÊMICOS

Abstract

This article reports the findings of a project designed to analyze the appropriation of the oral poster presentation genre by undergraduate students in teaching degree in language and literature, within a systematized practice of teaching oral genres in academic context. The study is grounded in sociodiscursive interactionism and in the new literacy studies, which emphasize the sociocultural aspects of language, from which we discuss social language practices and their relationship with the appropriation of genres in educational contexts. As methodology, several stages of work were developed with the poster genre and its oral presentation in a course throughout one semester: conducting research by the undergraduates, designing the poster, and orally communicating the results, for which assessment criteria were specifically developed for this project. The data reveal that the poster elements were appropriated by all groups, such as the configurations of the printed genre and adequacy to the scientific context. Regarding the oral presentation, most students appropriated relevant elements, such as scientific language, technical terms from the research, time management, and the development of non-linguistic resources (gestural, bodily, and prosodic). The study shows that the stages of preparation, production, and assessment of oral work foster the appropriation of scientific discourse, within a continuous and process-oriented perspective of learning oral genres in academic contexts.