Contribuições do gênero podcast para o ensino da oralidade em sala de aula: as diferentes fases deste gênero e o papel argumentativo das narrativas orais emergentes

Abstract

Starting at the reflections on genres (BAKHTIN, 1997; MARCUSCHI, 2003), multiliteracies (ROJO; MOURA, 2012) and oralities (MAGALHÃES et al, 2022; MAGALHÃES; LACERDA, 2019), and using qualitative and interpretative methodology with an ethnographic bias, this current work focuses on the study of podcast as language practice embedded in digital culture and significantly widespread in current days, aiming at contributing for the development of oral competences and skills of 9th-grade pupils from a public school in the state education system of Rio de Janeiro, in the municipality of Itaboraí. In order to do so, an intervention project was designed in four stages, with the main theme being the critical and ethical use of new technologies. The project culminated in the production of four podcast episodes developed by the students. These episodes were transcribed according to the Jefferson transcription model (GARCEZ; BULLA; LODER, 2014). From this transcribed material, the main goal was to verify in which way speech is organized, considering the directives of the Interactional Framing (BATESON, [1972] 2000) (TANNEN; WALLAT, 2013) and Narrative Analysis. With the latter, we could note the podcasts comprise four fundamental stages: first stage - opening, second stage - topic identification, third stage - topic development and, finally, the fourth stage carries the closing or conclusion of the oral event. Additionally, there is an emergence of narratives at the second stage of the podcast and its function is to identify and characterize the approached theme; in the third phase, where narratives appear predominantly, they serve an argumentative function, supporting the students' points of view. These discoveries contribute to the development of theories on narrative by reaffirming the importance of this construct for the oral production of students in the classroom, whether it is by the characterization of the subject they want to address or, more importantly, the grounding of their arguments. The study also contributes to the research on the relationship between orality and teaching. This is due to the fact it supports previous research, which indicates the need for an oral teaching perspective in which speech and writing are harmoniously intertwined. Here, it especially emphasizes the need to teach and learn new genres of the digital context; namely, podcasts. Furthermore, the paper highlights the importance of prior planning by the teacher when managing speaking skills, to enable students to better develop oral texts and active listening skills in the classroom.