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From our experience in the French graduation, we realized the few opportunities of oral practices and interactions with the second language beyond the ones mediated by the materials. Some authors reaffirm how important it is that second language teachers have comprehensive knowledge of the language they are teaching. One possible way of treating orality in language teaching that goes beyond materials is through discursive genres. A course was organized to be space of experience and reflection for teacher, and also some additional practices during a discipline. We based our concepts of language and genre in the theories of the Bakhtin Circle, especially in Bakhtin ([VOLOCHÍNOV], 2010; 2011). For the concept of orality, authors such as Dolz & Schneuwly (2004), Cuq & Gruca (2005) and Marcuschi (2007). The chosen methodology was actionresearch, according to El Andaloussi (2004), Barbier (2007) and Thiollent (2011) adapted to education and language teaching. The course and practices drew on discursive genres and on Didactic Sequences after a reformulation of the proposals of Dolz & Schneuwly (2004) and discussions in a research group. As results, we validate discursive genres as a way of dealing with orality in SL classes and the perception that the last can be influenced by a variety of elements. Key-words: Orality Practices; Discursive genres; Bakhtin Circle; Teachers Education; Action-Research.

Práticas de oralidade em LE com professores em formação por meio de gêneros discursivos