Textual-interactive resources for producing oral micro-lessons in the teacher education environment

Abstract

In this text, I propose to discuss the process of producing oral micro-lessons in the initial teacher education environment. Considered a textual genre, micro-lessons constitute a theatrical recontextualization of the teaching activity, allowing the trainee teacher to broaden their perceptions and confront their representations of the didactic gesture. To operationalize this purpose, I initially present a rationale for a dual theoretical contribution – the concept of performance in Goffman (1959/1975) and Bauman; Briggs (1990/2006). Then, after a brief characterization of the context of production of the micro-lessons – a degree course in Language and Literature at the Faculty of Education of the University of São Paulo – I identify and describe textual-interactive resources through which the verbal and multimodal actions of the participants take shape, focusing specifically on those that indicate the phenomenon of oscillation between the fictional and real character of the interaction emerging in a micro-lesson produced in 2011, selected as the object of analysis. Finally, I present some elements for qualifying micro-lessons as (didactic) performance and for discussing their role as an object and tool for teacher training at the university.