Práticas de escrita em um curso de pedagogia: um estudo sob a perspectiva dos letramentos acadêmicos

Abstract

With the emergence of public policies for access to higher education and, consequently, the increase in the number of university students, the issues surrounding the writing processes at the Academy have gained greater visibility and attention on the part of language scholars. Even though there is a myth, even by students, that the approval in the application for entering higher education is sufficient to guarantee the student the necessary knowledge to read and write at the University, we believe that writing and reading practices should be treated considering the context of use, not only in basic education, but also in higher education. From this perspective, to think that the student acquires, in his school life, all the necessary support to produce academic text genres is not reasonable. That is why, in our research we have as a central objective to seek to understand how the theories of Academic Literacies and their assumptions, in articulation with theories of textual genres, can contribute to the process of writing academic genres by students of the first period of degree in Pedagogy from a federal public university.We also have as objectives: a) to understand what are the main difficulties faced by the students of the investigated class with regarding the production of academic genres; b) analyze how far the teaching practice, in that specific context, can contribute to the students' writing process. As a theoretical support for our research, we rely on the assumptions of literacy theories, more specifically the New Literacy Studies (STREET, 2010), in its aspect about Academic Literacies (LILIS, 1999; LEA; STREET, 2014), and in genre theories developed from the perspective of Socio-discursive Interactionism (BRONCKART, 2003; DOLZ; SCHNEUWLY, 2004). Considering our research objectives, a field research was developed through a qualitative approach, with ethnographic characteristics. (ANDRÉ, 2008). There was the observation and recording, in audio, of five classes of Textual Production that focused on the genre “rehearsal”. In addition, field notes and semi-structured interviews with the professor and students of the course were used in the generation of data. The results suggest that, although the conception of the teacher much aligns with the perspective of Academic Literacies, the dimensions hidden in the approach of the requested essay, which moved away from the canonical genre, seem to have interfered in the comprehension and hindered the writing process of the students.