TEACHER EDUCATION FOR TEACHING ORAL TEXT GENRES IN PORTUGUESE CLASS
This article aims to reflect on Joaquim Dolz’s contributions to the teaching and learning of oral genres. In the theoretical-methodological framework, we highlight the concept of didactic engineering and its tool, the didactic sequence, both in teacher education and in the teaching and learning of t...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade do Sul de Santa Catarina (UNISUL) |
| Repositorio: | Linguagem em (Dis)curso (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:portaldeperiodicos.animaeducacao.com.br:article/26661 |
| Acceso en línea: | https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/26661 |
| Access Level: | acceso abierto |
| Palabra clave: | Textual genre Didactic engineering Following teaching Sociodiscursive interactionism Gênero textual Engenharia didática Sequência didática Interacionismo Sociodiscursivo Género textual Ingeniería didáctica Secuencia didáctica Interaccionismo sociodiscursivo |
| Sumario: | This article aims to reflect on Joaquim Dolz’s contributions to the teaching and learning of oral genres. In the theoretical-methodological framework, we highlight the concept of didactic engineering and its tool, the didactic sequence, both in teacher education and in the teaching and learning of these genres (Schneuwly; Noverraz; Dolz, 2004). We anlyze official documents guiding the teaching of the Portuguese language and their practical implications in the classroom, alongside research findings on oral genres published in scientific articles between 2015 and 2024. The results suggest that orality remains underexplored, and teachers apply didactic sequences with adaptations in which they barely consider assessment and regulation. |
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