Working with oral genres in an academic context: what do Literature students at a federal university say?

ABSTRACT

The objective of this article, part of a master’s degree research, was to analyze the presence of oral genres in the academic literacy practices of Literature students at a public university. From this perspective, we make use of academic literacy studies (Street, 2014, among others), orality studies in initial teacher training (Luna, 2016, 2017; Mattos, 2019; Storto & Fonteque, 2021), in addition to studies about Sociodiscursive Interactionism (Bronckart, 2006), to focus on the concept of textual genre. As a methodology, we developed semi-structured interviews with four Literature - Portuguese students. Our data was collected through video recordings, via Google Meet, and was later transcribed. As a procedure for the analyses, we used the Thematic Orientation Segments and Thematic Treatment Segments (SOT-STT) (Bronckart, 2008). The results led us to understand that there are few experiences among undergraduates with oral academic genres during their degree (seminar and poster presentation). With this, we found a lack of insertion of students into different practices that constitute the academic sphere, considering that there are other oral genres that could be deepened and worked on.

Keywords: oral genres; academic literacies; teacher training