The present work discusses and analyzes how the oral debate contributes to the
formal oral improvement of a 7th grade class in a public school in São Geraldo do
Araguaia (Pará state), taking into account aspects of orality such as the language
used, the tone of voice, body posture, gestures and facial expression, as well as
aspects related to the oral debate. For that, we elaborated a didactic sequence
involving the mentioned genre using as method the didactic sequence model
proposed by the authors Schneuwly, Dolz and Noverraz (2004) and the teaching of a
language from genres according to the perspective of Marcuschi (2005). We are also
guided by studies of the oral genre according to the PCNLP (1998), the BNCC (2018)
and Marcuschi (2001, 2007). We used Bakhtin's (1997) concept of genre as a
theoretical contribution, however prioritizing the terminology used by Marcuschi
(2005), which relies on Bakhtin, being, however, the best known one by basic
education teachers, as Marcuschi distinguishes between text genre and text type. As
a study of qualitative approach, an action research was used through the bias of
sociodiscursive interactionism (BRONCKART, 1999). The research also aims to
present a guidance proposal for teachers focused on working with oral genres in
Portuguese Language classes. The elaborated didactic sequence included the
presentation of the situation that involves the focused genre of this study, some
workshops about the genre and the moment of the initial production. The sequence
also included four modules: the first one aimed the self-assessment of the initial
production; the second one proposed a workshop on some non-linguistic elements of
oral communication; the third one proposed the participation of students in a group
discussion on the theme of the final production; and the fourth consisted of enabling
students to systematize what they would say in the final production. Finally, the
students produced a second version of the genre, applying, as far as possible, the
knowledge acquired during the process of carrying out the didactic sequence. The
data generation was done through recording and filming of the classes and the
analysis consisted of comparing the progression of the students between the initial
production and the final production. The results achieved showed some advances in
the production of the genre, with regard to the uuse of appropriate language to the
context of communiication, the use of non-linguistic resources, as well as the
communication situation in which the oral debate is necessary.
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