Letramento acadêmico na formação de professores alfabetizadores

Abstract

Academic literacy (AL) plays an important role in the development and written production of undergraduates attending the Integrated Degree course. As a set of skills and competencies that go beyond mere literacy, AL enables students to engage effectively in the academic environment, understanding the specific demands of academic writing, research and communication within their respective disciplines. In view of the above, the study aimed to understand academic literacy as a social practice in the university and professional context of undergraduate students. To this end, the following guiding question was raised: How does academic literacy contribute to the training and skills of future literacy teachers on the Integrated Degree course? The methodology employed was characterized as qualitative and descriptive in the format of research and action, with a collaborative approach in dialogue with considerations based on the decolonial perspective, interpreting the relationships between the teacher, didactic device (mini-courses) and teaching objects. These directions constitute incisive criticism of the coloniality of being and the supremacy of science. In addition, they promote the strengthening of dialogue in the context of dialogical, multicultural and conscientizing popular education, which confronts the imposition of dominant traditional Eurocentric values. To this end, these reflections were based on studies by authors such as BAKHTIN (2020 [1950]), KLEIMAN (2005), SOARES (2006), STREET (2014), WALSH (2009), among others. The research data includes articles in the process of being produced for academic events. It was possible to conclude that the undergraduates faced difficulties in meeting the expectations of the process of developing a scientific article. However, after taking part in the mini-courses, the future literacy teachers showed improvements in academic writing, especially in the rewriting stage, in which they made the necessary adjustments and appropriated the scientific discourse.