Esta pesquisa foi realizada na Reserva Extrativista do Rio Ouro Preto, no município de Guajará-Mirim, no Noroeste do Estado de Rondônia. Saindo do porto da cidade, duas horas de voadeira subindo o Rio Mamoré, fica a foz do Rio Pacaás Novos, início da Reserva Extrativista de Seringueiros de Guajará-Mirim, mais três horas fica o Rio Ouro Preto, que juntamente com outros igarapés compõem a Reserva. A Reserva é ocupada em grande parte por filhos dos Soldados da Borracha, restando poucos que vieram na época da guerra; a maioria nasceu no seringal. No diálogo estabelecido a partir da História Oral concebida por Meihy, metodologia escolhida para este trabalho, os seringueiros falaram sobre suas vivências, aventuras de trabalho, histórias que conheceram, o que foi sendo incorporando ao discurso como vivências e o que carregam de sua comunidade de referência, as situações que os identificam e os marcaram independente de terem participado delas ou não. Por vezes algumas histórias são recorrentes, como se fossem condições inescapáveis à vida de qualquer seringueiro. A escolha foi de atribuir ao narrador o estabelecimento, na narrativa, de sua própria ordem; sua própria historicidade épica, apaixonada, ou engajada, incorrendo no risco de realizar a supressão de longos períodos da vida que por algum motivo foram secundarizados ou apagados, com total responsabilidade do narrador, estabelecendo um pacto ético e político com ele e não mera solidariedade ou tolerância. Assim, brotou não apenas uma temporalidade e uma geografia própria, mas muitas, o que torna difícil o trabalho tradicional de interpretação. Os textos nascidos das entrevistas sugeriram fortemente a idéia de SOBREVIVENTES até mesmo pelo seu caráter provisório, pois a dimensão de comunidade de seringueiros parece mais frágil que a de sobreviventes isolados, cuja provisoriedade repousa na mitologia diversificada e contraditória. Para tanto, pela primeira vez na Geografia é apresentada a narrativa voluntária, integral e singular de um grupo de seringueiros. Garantindo que as vozes SOBREVIVENTES se digam, para que, sobre esse dizer, possam surgir outros interlocutores que naveguem por essas vozes, também como narrativa, fazendo surgir a vida do seringueiro como ela é, como cada um deles gostaria que fosse identificada. O resultado não se assemelha a um dizer naturalizado e sem rosto, nem é mero suporte explicativo. / This research was carried out in the Reservista Extrativista do Rio Ouro Preto, in the Municipality of Gujará-Mirim, in the north east of the State of Rondônia. The Pacaás Novos River is situated at a point after a two-hour motor boat trip up the Mamoré River, where the Reserva Extrativista de Gujará-Mirim starts. A three-hour trip further up the Mamoré River the Ouro Preto River is located and with various streams forms the reserve area. The descendants of the soldiers of latex tapping occupy the greater part of the reservation with just a few of the pioneers who arrived there at the time of the war. The majority of them were born in the latex tapping reservation. In the dialogue, established from Oral History conceived by Meihy, the methodology chosen for this assignment, the rubber tappers spoke of their life, workday adventures and stories that they know which are being incorporated into the discourse as part of their lives and what they take from their community reference; the situations which identify and impress them, whether they participated or not. There are occasions when the stories are recurrent, as if they were inescapable conditions in the life of any rubber tapper. The narrator was attributed the choice of setting his own order in narrating; his own epic relating, passionate or active, running the risk of suppressing long periods of life experience which for some reason, as his responsibility, was given less importance or occulted, and so making an ethic and political pact with him and not just showing solidarity or tolerance. Hence, not only its own time and geography blossomed, but others as well, which makes the traditional assignment of interpreting difficult. The texts that derived from the interviews strongly suggest the idea of SURVIVORS, also because of the temporary characteristic, since the dimension of the rubber tapping community seems more fragile than that of isolated survivors whose precariousness founded in the diversified and contradictory mythology. This is the first time a voluntary narrative; wholly or singularly, from a group of rubber tappers; is presented in Geography for this objective. To guarantee that the survivors’ voices speaking of what was narrated can make other speakers express themselves by way of these voices, in narratives also, and by so doing make the life of the rubber tapper appear as it really is as each of them would like it to be identified. The result is not similar to a faceless and naturalized discourse nor is it merely an explicative support.

Orientador: Rosana do Carmo Novaes Pinto / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-21T11:43:18Z (GMT). No. of bitstreams: 1 Mazuchelli_LarissaPicinato_M.pdf: 6512450 bytes, checksum: 12e5034b7c0e50fcb0d9ea53f571bdf4 (MD5) Previous issue date: 2012 / Resumo: Ao retomarmos a história da afasiologia, observamos que a linguagem oral, até o século XIX, era reduzida a um ato motor e a escrita era vista unicamente como simulacro da fala. Essas concepções ainda estão presentes, contudo, na literatura neurolinguística tradicional, que não apenas dicotomiza a relação entre oralidade e escrita, mas baseia-se em características de uma escrita normativa padrão para avaliar a linguagem de sujeitos afásicos - geralmente de forma superficial e com a consequente patologização de fenômenos que caracterizam processos normais. Na contramão dessas tendências, este estudo de caso fundamenta-se na Neurolinguística de orientação enunciativo-discursiva, em que a linguagem é concebida como um fenômeno sócio-histórico, uma atividade humana, lugar de interação e interlocução de sujeitos, indeterminada, incompleta e passível de (re)interpretação, em que tanto o sujeito quanto ela própria se constituem em um movimento dinâmico. Tendo esses princípios como cenário, o objetivo deste trabalho é discutir o impacto dos episódios neurológicos na vida do sujeito AJ que há mais de dez anos dribla as dificuldades impostas por uma afasia progressiva - assim caracterizada uma vez que prevalecem os indícios do agravamento dos sinais (sintomas) reconhecidamente relacionados ao chamado "declínio cognitivo", na literatura neuropsicológica. A reflexão, realizada por meio da análise qualitativa das produções escritas anteriores aos eventos neurológicos de AJ e de suas produções orais e escritas posteriores a eles - nas sessões de atendimento individual e coletivo do Grupo III do CCA (Centro de Convivência de Afásicos) -, trata (i) do efeito das práticas sociais com a linguagem (especialmente com as atividades de leitura e escrita) na (re)organização linguístico-cognitiva, o que possibilita, ainda que sob o impacto da afasia e do severo comprometimento cognitivo, que AJ se mantenha na língua(gem) e nas relações sociais; (ii) da inter-relação entre oralidade e escrita, que tem maior visibilidade em um caso-limite como o de AJ, para quem a escrita é lugar de (re)encontros e ponto de apoio para seu querer-dizer. Assim, buscamos contribuir para o desenvolvimento teórico acerca do funcionamento da linguagem nas patologias e para o acompanhamento terapêutico de sujeitos com comprometimentos linguísticocognitivos / Abstract: Considering the history of aphasiology, we observe that the oral language, up to the 19th century, was reduced to a motor act, while writing was seen as a simulacrum of the speech. Such concepts are still present, however, in the traditional neurolinguistics literature, which not only dichotomizes the relation between orality and writing, but is based on characteristics of a standard normative writing to evaluate the language of aphasic subjects - generally in a superficial way and with the consequent act of considering pathological phenomena that characterize normal processes. Opposing such tendencies, this case study is based on the discursive-enunciative Neurolinguistics, which conceives language as a socio-historic phenomenon, a human activity, locus of interaction and interlocution of subjects, indeterminate, incomplete and capable of (re)interpretation, in which both subject and the language constitute each other in a dynamic movement. Having these principles as scenery, the objective of this work is discuss the impact of the neurologic episodes in AJ's life, who has been struggling, for over ten years, with the difficulties imposed by the so-called progressive aphasia - characterized by the continuous aggravation of the signs (symptoms) and by being closely related to "cognitive decline" in the neuropsychological literature. The research - guided by a qualitative analysis of AJ's writings produced before the neurological events, and of his oral and written productions after the strokes in individual and collective sessions of the Group III of CCA (Centro de Convivência de Afásicos) - discusses (i) the effect of social practices with language (especially with the activities of reading and writing) in the cognitive-linguistic (re)organization, which enables AJ, despite the impact of the aphasia and of the severe cognitive compromising, to dwell in the language and in social relations; (ii) the interrelation between orality and writing, which has higher visibility in a limit-case as AJ's, to whom writing is the locus of (re)encounter and as a keystone to his will of speech. Thus, we aim to contribute to the theoretical development of language functioning in pathologies and to the therapeutic follow-up of subjects with cognitive-linguistic compromising / Mestrado / Linguistica / Mestra em Linguística

Ce travail est centré sur l’œuvre de l’écrivain baianais Herberto Sales et se propose d’analyser les éléments constitutifs de l’univers de la Chapada Diamantina en tant que construction identitaire de l’individu et de son milieu. Nous soulignons l’importance de l’étude de l’identité dans la littérature brésilienne, plus précisément celle de la région de Bahia, à travers les romans Cascalho et Além dos marimbus qui constituent le corpus de la recherche. Cette étude prétend démontrer comment se manifeste la mise en place d’un dialogue entre la littérature et les autres discours sociaux, dans une perspective interdisciplinaire. Nous étudions la place de l’auteur dans le contexte de la littérature brésilienne, le « projet littéraire de Herberto Sales ». Nous nous penchons sur les formes sociales des constructions identitaires et leurs relations avec le pouvoir. Nous soulignons en particulier comment s’articulent la connivence et la réciprocité avec l’Etat dans ces interrelations et comment se met en place le réseau de soutien du « coronelato » à travers un projet légitimant. Nous analysons également les constructions identitaires sous le jour de l’importante contribution de l’oralité, des mythes, des croyances populaires et de leur poids dans la culture locale. Nous abordons les représentations du territoire dans l’univers romanesque de la Chapada diamantina, territoire de « passage » qui représente un croisement de plusieurs cultures et incarne aussi bien une image de terre promise, Eldorado, que celle d’un enfer sur terre. Enfin, nous mettons en avant les différentes représentations de la nature et la dimension épique des romans / Centered on the works of Baian writer Herbert Sales, this dissertation aims to analyze the founding elements of the universe of Chapada Diamantina as identity construction of the individual and his environment. We emphasize the importance of the study of the identity in the Brazilian literature, specifically the literature of Bahia through the analysis of the two novels that constitute the corpus of this research : Cascalho and Além dos marimbus.This study aims to demonstrate how dialogue is etablished between literature and other social discourses, from an interdisciplinary perspective. We highlight the place of the author in the context of Brazilian literature : the " literary project of Herbert Sales ". We analyse the social forms of identity constructions and their relation to the power, collusion and reciprocity of the state in these interrelationships, and how the support network to "coronelato" is articulated towards its legitimating project. We also focused on the identity constructions through the important contribution of orality, myths and popular beliefs in the local culture. We address the representations of territory in the fictional universe of Chapada diamantina, as a crossing space of diverse cultures, “territory of passage”, which embodies both the Eldorado and hell on earth. Finally, we highlight the different representations of nature and its epic dimension in the novels under analysis

Orientador: Larissa de Oliveira Neves Catalão / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-26T16:58:40Z (GMT). No. of bitstreams: 1 Vicente_KalindeBragaAugusto_M.pdf: 1743436 bytes, checksum: 0f31a2dd1a420f74fd780c76fd6fb223 (MD5) Previous issue date: 2015 / Resumo: Esta dissertação tem como objetivo estudar a formação do contador de histórias profissisional artístico, ou aquele que faz da arte da oralidade o seu ofício. Para isso, apresento algumas pesquisas importantes a respeito de um tipo de contação de histórias reconhecível no Brasil hoje, após um movimento de renovação do conto iniciado na França. A investigação tem como ponto de partida uma bibliografia de referência, especialmente os estudos de Regina Machado e Gislayne Avelar Matos. Tais leituras são visitadas em paralelo a uma bibliografia de referência para o ator, a fim de perceber possíveis associações entre elas. Os principais estudos visitados são pesquisas de Matteo Bonfitto e Cassiano Quilici. Além disso, as entrevistas com Ana Luisa Lacombe, Giba Pedroza e Simone Grande, narradores consagrados no cenário contemporâneo, contribuem para a reflexão sobre a formação deste arte- narrador oral profissional, cuja preparação pode encontrar recursos no Teatro e em outros caminhos / Abstract: This thesis aims to study the formation of the artistic professional storyteller, or the one that makes the art of orality his job. Because of this, I present some important research on a type of storytelling recognizable in Brazil today, after the movement of renouveau du conte started in France. Its starting point is a bibliography, especially studies of Regina Machado and Gislayne Avelar Matos. Such readings are viewed in parallel to a relevant bibliography for the actor, in order to realize possible associations between them. The main studies are from Matteo Bonfitto and Cassiano Quilici. In addition to that, interviews with Ana Luisa Lacombe, Giba Pedroza and Simone Grande, narrators enshrined in the contemporary scene, contribute to the reflection on the formation of this oral art- narrator, whose preparation can find resources in Theatre and in other ways / Mestrado / Teatro, Dança e Performance / Mestra em Artes da Cena

The materiality of poetic language, its sensuous dimension, has generally been understood as aural or visual—patterns of sound unfolding in time, or words arranged on the page in a certain way. But a poem also has a sensuous reality in the mouth due to the movements and sensations of uttering the sequences of speech-sounds that constitute the poem. This is the articulatory dimension of the poem—the patterns of shapes, movements, sensations, and gestures that a poem orchestrates in the mouth. How is our experience of a poem informed or conditioned by the activity of enunciating the speech-sounds that constitute it? As the first full-length study of this fundamental material aspect of poetic language, this dissertation argues that the articulatory dimension of a poem, i.e. the oral-tactile-kinesthetic sensations of its utterance, can be made to signify. My first chapter traces a history of articulatory thinking drawn from disciplines ranging from anthropology to linguistics to cognitive poetics and literary studies, and develops a conceptual framework for describing and analyzing the articulatory dimension. The framework I propose relies on articulatory phonetics to describe and appreciate the aesthetics of speech-sound in a precise and rigorous way. The second chapter comprises of a series of ‘case studies’ of specific speech-sounds, showing how the affective and symbolic potential of these phonemes grow naturally out of the phenomenological experience of their utterance, and then illustrating how these potentials are evoked in actual lines of verse from poets as historically and stylistically diverse as Shakespeare, Pope, Tennyson, Whitman, Dickinson, Eliot, Hughes, Stevens, and Plath. The case studies are interspersed with ‘interludes’ that fill in the developmental, anthropological, literary, and cultural history of speech-sounds that undergird the articulatory dimension. Finally, the third chapter examines how the oral physicality of speech-sounds has been imagined, mythologized, and valorized in the poetic imagination. Specifically, I show how the mouth in its activity of enunciating speech-sounds becomes a ground for figuration, a source of overarching metaphors for poetic inspiration, poetic utterance, and the poetic imagination in poets ranging from Shelley and Whitman to Frost, Stevens, Pinsky, and Seamus Heaney. / 2026-11-30T00:00:00Z

The literary lecture is a subgenre of the traditional academic lecture that combines literary and metaliterary analysis, artistic self-fashioning, and public performance. This study considers the literary lectures of five writers as a sampling of a major transformation in this genre in Spain between 1900 and 1926. Ramón del Valle-Inclán, Ramón Gómez de la Serna, José Ortega y Gasset, Federico García Sanchiz, and Federico García Lorca have been chosen for their representation of a range of literary generations, cultural backgrounds, and socio-political beliefs, and for what their innovative practices of lecturing reveal about the mechanics of this reinvented genre. These five case studies demonstrate that the literary lecture is a complex literary genre that exists in a liminal state between the spoken and the written, reality and fiction, and the public persona and the internal self. Furthermore, these changes come at a time when audience composition was beginning to skew heavily toward the rising middle and upper-middle classes, and especially toward women. Ultimately, the transformation of the lecture from 1900-1926 in Spain is seen as the product of the appropriation of a traditionally academic, essay-like genre for both artistic and educational purposes and for satisfying the desires of middle-class consumer culture. Finally, this dissertation explores for the first time the implications of editorial treatments of the lecture: the classificatory anxieties of editors in the passage of the lecture from stage to page, exemplified in the treatment of the lecture as written text in the Obras completas of Federico García Lorca.

This dissertation argues that Digital Natives, rather than employing novel ways of thinking (such as those suggested by Walter Ong's concept of Second Orality), are in fact employing a way of thinking that has always existed: repurposing. Ruth Oldenziel discusses how, historically, women used "a kind of mental quality" enabling them to re-use objects in novel ways to accomplish more of life's tasks. My research led me to investigate how a wide variety of people, especially historically marginalized people, used this kind of mental quality. This dissertation explores repurposing's real world uses as well as its uses in narratives, specifically dystopia and apocalyptic narratives. Within these narratives, repurposing plays a similar role to repurposing in the real world, filling the gap between a survival mode of life and a science/technology driven society. The last part of this dissertation explores the place of repurposing among a myriad of current concepts concerning creativity.

Cette thèse porte essentiellement sur trois versants de la poésie ivoirienne. Les changements sociaux survenus en Côte d’ivoire seront analysés sous le prisme des écrits des maitres de l’oralité, des oralistes, des néo-oralistes, afin de mettre en lumière les bouleversements sociétaux opérés grâce à leurs écrits. Mais, ces écrits prennent aussi en compte les changements dont les auteurs ont été de simples témoins et les changements qu’ils ont pressentis. D’autre part, nous avons montré l’influence que les changements sociaux ont pu exercer sur leurs écrits. Les écrits lyriques et épiques des maitres de l’oralité sont imprégnés des changements sociétaux et « s’emmurent » souvent dans des registres spécifiques, préoccupés par leurs propres thématiques, telles que la mort. D’autre part, nous avons mis en lumière l’action des négritudiens sur les sociétés subsahariennes et les changements qu’ils ont provoqués à travers leurs écrits engagés. Ensuite, nous avons souligné l’importance des oralistes qui ont été, par leurs critiques, des acteurs majeurs dans le changement du système politique. Il en a résulté le passage du parti unique au multipartisme. Enfin, nous avons mis en avant, la part non négligeable apportée par les néo-oralistes dans la société ivoirienne, marquée par la dérive des pouvoirs politiques, nonobstant le multipartisme. Les néo-oralistes qui diffusent le zouglou, le slam et le rap, sont critiqués pour la faible, voire l’absence de poéticité de leurs œuvres. Néanmoins, est-il possible de les considérer comme de nouvelles voies et des voix complémentaires qui peuvent impacter les transformations sociétales ? / This thesis focuses on three sides of poetry. The social changes that occurred in Côte d'Ivoire will be analyzed under the prism of the writings of the masters of orality, oralists, neo-oralists, in order to highlight the social upheavals wrought by their writings. But these writings also take into account the changes that the authors have been mere witnesses and the changes they have anticipated. On the other hand, we have shown the influence that social changes have had on their writings. The lyrical and epic writings of the masters of orality are imbued with societal changes and often "mumble" themselves in specific registers, preoccupied with their own themes, such as death. On the other hand, we have highlighted the action of the Negritude philosophers on sub-Saharan societies and the changes they have provoked through their committed writings. Then, we emphasized the importance of the oralists who were, by their critics, major actors in the change of the political system. The result has been the transition from the single party to multiparty politics. Finally, we have highlighted the significant contribution made by the neo-oralists in the Ivorian society, marked by the drift of political powers, notwithstanding the multiparty system. The neo-oralists who broadcast zouglou, slam and rap, are criticized for the low or no poeticity of their works. Nevertheless, is it possible to consider them as new paths and complementary voices that can impact societal transformations ?

Applies James Gee's concept of Discourses to illustrate how literacy and orality thematically constitute hybrid identity in Silko's novel Ceremony. Then, applies Wallace Chafe's linguistic framework of integration and involvement showing that the novel is a linguistic hybrid, not just a text that thematically elevates hybridity. Unlike other Native American authors who create half-breed characters merely as bridges between two cultures, Silko creates her character Tayo as an embodiment of an emergent hybrid culture.

Submitted by Denize Lourenço (biblicfp@cfp.ufcg.edu.br) on 2018-08-21T17:37:13Z No. of bitstreams: 1 OTONIEL INÁCIO DA SILVA - DISSERTAÇÃO PROFLETRAS 2018.pdf: 1196041 bytes, checksum: 40c6bd8bf098a8c67c472f980806a600 (MD5) / Made available in DSpace on 2018-08-21T17:37:13Z (GMT). No. of bitstreams: 1 OTONIEL INÁCIO DA SILVA - DISSERTAÇÃO PROFLETRAS 2018.pdf: 1196041 bytes, checksum: 40c6bd8bf098a8c67c472f980806a600 (MD5) Previous issue date: 2018-02-28 / Os seres humanos têm uma capacidade inata de se comunicar e organizar suas ações comunicativas entre os seus pares, o que permite dizer que as práticas da oralidade são recorrentes em sala de aula e fundamentadas sempre em gêneros textuais. Neste trabalho, desenvolvemos estudos teóricos e interventivos sobre o uso dos gêneros textuais como motivadores argumentativos para práticas de oralidade no ensino fundamental II, tendo como principais objetivos desenvolver uma proposta pedagógica que contemple o trabalho com a argumentação oral nas séries finais do Ensino Fundamental II, a partir da compreensão dos gêneros textuais orais, especialmente o seminário e o debate regrado e, mais especificamente, compreender aspectos relacionados à argumentação oral em contexto de sala de aula; discutir sobre a relação entre oralidade e escrita; apresentar conceitos de gênero textual, relacionando os com o contexto de sala de aula; caracterizar os gêneros textuais seminário e debate regrado; estruturar uma proposta pedagógica que contemple o desenvolvimento da argumentação oral com base nos gêneros seminário e debate regrado. Para dar conta desses objetivos, buscamos compreender argumentação e oralidade, com base nas teorias de Bakhtin (2003), Alves Filho (2011), Marcuschi (2002) e Wachowicz (20112) que abordam as teorias dos gêneros textuais sob perspectivas da oralidade e da escrita; Aristóteles (2005), Perelman (1958), Ribeiro (2009) que tratam das questões da retórica argumentativa, argumentação oral e princípios para o trabalho com a argumentação oral em sala de aula; e por fim, Schneuwly e Dolz (2004), Marcuschi (2010) e Marques (2010), que dão ideias do trabalho com os gêneros orais, diferenciação da fala e da escrita, e do trabalho com a argumentação formal no contexto da sala de aula. Além disso, a revisão dos Parâmetros Curriculares Nacionais de Língua Portuguesa para o Ensino Fundamental, observando as orientações para o trabalho com os gêneros textuais na modalidade oral foi relevante. A oralidade e a escrita, são duas modalidades de linguagem que fazem parte de um contínuo que se completam para se efetivarem em práticas de comunicação essenciais para a vida humana, enquanto que a argumentação como prática linguística fundada numa controvérsia envolvendo sempre falante e ouvinte de forma dialógica. Nesse caso, para a efetivação da dialogicidade nas práticas comunicativas é essencial o entendimento dos conceitos de gênero textuais, no caso desse trabalho, o seminário e o debate. Levando isso em conta, consideramos que os gêneros textuais são dinâmicos e variáveis, podendo sofrer alterações de acordo com as necessidades comunicativas dos falantes. Essa dinamicidade é característica dos gêneros textuais seminário e debate regrado, com os quais apresentamos as propostas de intervenção pedagógicas. Dessa forma, caracterizamos o seminário como gênero multimodal, hibrido e conversacional, enquanto que o debate é dialogal, argumentativo e capaz de gerar aprendizagens significativas quanto ao desenvolvimento da argumentação oral. Os procedimentos metodológicos para a montagem dessa dissertação foram principalmente bibliográficos, entendendo que a pesquisa bibliográfica é indispensável para os estudos históricos, para a construção de uma base teórica sobre o problema investigado, para a compilação de dados que podem ajudar de forma significativa na elaboração de conceitos. Seguimos então a seguinte trajetória: compilação de acervo bibliográfico que abordam os gêneros textuais, a argumentação e práticas de oralidade. Em seguida procedemos com um enfoque exploratório desse acervo, desenvolvendo leitura e interpretação das obras selecionadas para compreender conceitos relativos a gêneros textuais, argumentação e oralidade, com o fim de verificar teorias e abordagens didáticas a respeito de como os gêneros argumentativos orais estão sendo tratados em sala de aula. Desenvolvemos duas propostas de intervenção pedagógicas: uma com base no seminário e outra com base no debate regrado. Estruturamos essas propostas, considerando os seguintes passos aplicados a cada gênero: conhecer, desenvolver e refletir, em que conhecer está relacionado a apresentação, caracterização e estudo do gênero, desenvolver está relacionado ao como estruturar a proposta e a montagem de módulos de aprendizagens, e refletir que é um momento reservado para a avaliação de todo o processo de desenvolvimento do projeto de comunicação embutido nestas ações de intervenção. Concluímos o trabalho fazendo uma síntese das principais ideias discutidas ao longo da pesquisa, a saber, conceitos de argumentação, oralidade, gênero textual, debate e seminário, e falando do papel importante que o professor assume para a promoção da aprendizagem. O professor é apresentado não como um transmissor de conhecimento, mas como um treinador que instiga o aluno a querer saber, cuja perícia não consiste em expor conhecimentos de maneira discursiva, mas sim de sugerir e de fazer trabalhar as ligações entre conhecimentos e situações concretas da vida real do aluno. / The human beings have a innate capacity of communicate themselves and organize their communicative actions among their pairs, which allow us to say that the practices of orality are frequently used in classroom and they are always based on textual genres. In this work, we developed theorical studies about the use of textual geners as argumentative motivators for oral practices on elementary school. The main objective of this work is develop a pedagogical proposal that contemplates the work with the oral argumentation in the final series of elementary school from the comprehension of the oral text genres, specially, the seminar and the policy debates. Specifically, we want to comprehend some points related to oral argumentation in the context of the classroom. In addition, this work aims to discuss about the relation between orality and written, to present concepts of textual genres, relating to the context from the classroom and point the main traces of the textual genres seminar and debate and this work aims at structuring a pedagogical proposal that contemplates the development of the oral argumentation based on the textual genres seminar and debate. To pursue these goals, we seek to understand argumentation and orality, based on the theories from Bakhtin( 2003), Alves Filho (2011), Marchuschi (2002) and Wachowicz (2002) that talk about theories from the perspective of orality and writing. Aristotle (2005), Perelman (1958) Ribeiro (2009( that talk about questions from the argumentative rhetorical, oral argumentation and principals of the work in classroom. Finally, Schneuwly and Dolz (2004), Marcuschi (2010) and Marques (2010), that give explanation about oral generes, differentiation from the speak to the writing and of the work with formal argumentation in the context of the classroom. So, we do a revision of the PCN, observing the guidelines in taward to the work with the textual genre in the oral mode. We structure basic concepts of the orality and writing, showing that these two modalities of language take part of a continuum that complement each other and effective each other in communicative practices that are essential to the human life. First we define basic concepts of orality and written, showing that these two modalities of language are part of a continuum that complete itself and efective itself in communication practices. We define the arguments as linguistic practice based on a controversy that always involves a speaker and a listener on a dialogic way.; the textual geners as essential for the communication. They are dynamic and variable. Our focus in this work was presentate proposals of pedagogical intervention based on two textual oral genres which are seminar and policy debate. we characterize the seminar as a multimodal, hybrid and conversational gener, while the debate we characterize as a dialogic, argumentative and able to generate significative learning in respect to development of the oral argumentation. The methological procedures that we used was essentially bibliographic. We developed two proposal of pedagogical intervention: The first one was based on seminar and the second one based on policy debate. We structured these proposals considering the following steps in respect to each genre: knowing, developing and reflecting. Knowing is relationed to presentation, characterization and studied of the genere, developing is relationed to how to structure the proposal and the confection of the learning modules. Reflecting is a moment reserved to evaluation of the the whole process embedded in the communication Project. We concluded this work summarizing the main concepts of argumentation, orality and textual genre, debate and seminar and we talked about important role that the teacher assumes to promote significative learning. The teaches was presented not as a knowledge transmitter, but he was presented as a coaching that motivates the student to want to knowing, whose skill is to suggest and promoting the linking between knowledge and the concrete situations of the real life of the students.