O GÊNERO SEMINÁRIO COMO INSTRUMENTO DIDÁTICO PARA O DESENVOLVIMENTO DA ORALIDADE FORMAL NO ENSINO FUNDAMENTAL

This article aims to present and analyze the results of a didactic proposal already implemented, focused on improving formal orality through work with the seminar genre. The proposal was developed with 9th-grade students from a public elementary school in Belém (PA), within the framework of an ethnographic, qualitative, exploratory, and applied research. Based on authors such as Dolz and Schneuwly (2004), Marcuschi (2007), and Chaves (2008), the study discusses the importance of promoting a systematic approach to teaching orality, which is often relegated to a secondary role compared to writing. The article also presents a didactic sequence with stages and activities aimed at the production and analysis of the seminar genre, culminating in oral presentations in a school context. The findings indicate that, for the consolidation of students’ communicative competence, the teaching of orality must be planned, assessed, and systematically and meaningfully integrated into the school curriculum.