O uso do gênero de texto podcast de entrevista como ferramenta de ensino na educação de jovens e adultos: uma abordagem sob a perspectiva do interacionismo sociodiscursivo

Abstract

This dissertation presents an action research project developed within the scope of the Professional Master's Program in Letters (ProfLetras) at the Federal University of Juiz de Fora. The justification for the research stems from a real scenario in the researcher's classrooms: the lack of specific teaching materials for the Youth and Adult Education (EJA) modality (Matuoka, 2022), and the need for a language education that truly promotes citizenship. Therefore, the objectives outlined in this work were: (i) to analyze evidence of the development of multisemiotic language capacity in oral productions of Youth and Adult Education (EJA) students; and (ii) to identify the teachable dimensions of the oral genre “interview podcast,” with the aim of creating pedagogical material based on a systematic and progressive didactic sequence (DS) for teaching this genre. As a pedagogical goal, this study aimed to encourage behavioral changes in relation to the exercise of citizenship among EJA students by developing activities that address this theme in a practical and reflective way, thus promoting the students’ holistic formation as participatory citizens who are aware of their rights and duties in society, in addition to stimulating interest in learning oral genres in EJA classrooms. The research is grounded in Socio-Discursive Interactionism (Bronckart, 2006; 2008) and in a process-oriented approach to orality (Dolz; Schneuwly; Noverraz, 2004; Costa-Hübes, 2008), articulating concepts such as language capacities (Dolz & Schneuwly, 2004; Cristóvão, 2009; Cristóvão & Stutz, 2011), language aspects inserted within the context of text genres, and the teachable dimensions of oral genres (Vieira & Magalhães, 2021; Manzoni, Afonso & Rodrigues, 2021), referring to what can be taught in school regarding a specific genre. The methodology adopted was action research (Thiollent, 2011), with a quantitative and qualitative data analysis approach (Creswell, 2014), applied in the classroom with one EJA student. The results showed evidence of progress in language operations related to multisemiotic capacity, based on a comparison between the student's initial and final productions, suggesting that the use of podcasts as a didactic tool, combined with a well-structured didactic sequence, can significantly contribute to the teaching of oral genres and to citizenship education. Finally, the pedagogical booklet containing the activities developed during the action research allows other teachers to adopt and reinterpret the didactic sequence within their own teaching contexts.