Learning to read to write: the abstract genre and academic literacy

Detalhes bibliográficos
Autor(a) principal: Oliveira, Maria do Socorro
Data de Publicação: 2020
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista da ANPOLL (Online)
Texto Completo: https://revistadaanpoll.emnuvens.com.br/revista/article/view/1386
Resumo: This study focuses on a pedagogical activity centered on a critical-analytical reading of scientific abstracts produced in the program area of Portuguese language studies, embedded in the teaching-learning process of academic reading and writing practices.  Although we believe that these practices are related, for analytical purposes, we paid special attention to reading activities, developed in a literacy project (KLEIMAN, 2000). Theoretically, the work is based on the contributions of academic literacy studies (HYLAND, 2004; CARLINO, 2003; LEA; STREET, 2006; MARINHO, 2011) and on approaches to textual genres affiliated to the new rhetoric (BAZERMAN, 2005; 2006; MILLER, 1984). Methodologically, the research is qualitative of a critical ethnographic nature (THOMAS, 1993). The analysis centers on data generated in seminars developed in the discipline Linguistics IV (Program of Letters/UFRN), grounded in the perspective of the ethnography of writing (DEVITT; REIFF; BAWARSHI, 2004). The study points to the possibilities of promoting access and mastery of academic genres, highlighting the relevance of an ethnographic approach in the teaching-learning of reading and writing practices through the curriculum (WAC).
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spelling Learning to read to write: the abstract genre and academic literacyAprendendo a ler para escrever: o gênero textual resumo científico e letramento acadêmicoAcademic literacyGenreScientific abstractReading and writingEthnography of writingLetramento AcadêmicoGênero textualResumo CientíficoLeitura e EscritaEtnografia da EscritaThis study focuses on a pedagogical activity centered on a critical-analytical reading of scientific abstracts produced in the program area of Portuguese language studies, embedded in the teaching-learning process of academic reading and writing practices.  Although we believe that these practices are related, for analytical purposes, we paid special attention to reading activities, developed in a literacy project (KLEIMAN, 2000). Theoretically, the work is based on the contributions of academic literacy studies (HYLAND, 2004; CARLINO, 2003; LEA; STREET, 2006; MARINHO, 2011) and on approaches to textual genres affiliated to the new rhetoric (BAZERMAN, 2005; 2006; MILLER, 1984). Methodologically, the research is qualitative of a critical ethnographic nature (THOMAS, 1993). The analysis centers on data generated in seminars developed in the discipline Linguistics IV (Program of Letters/UFRN), grounded in the perspective of the ethnography of writing (DEVITT; REIFF; BAWARSHI, 2004). The study points to the possibilities of promoting access and mastery of academic genres, highlighting the relevance of an ethnographic approach in the teaching-learning of reading and writing practices through the curriculum (WAC).Este estudo focaliza uma experiência pedagógica centrada na leitura crítico-analítica de resumos científicos produzidos no domínio específico da área de Letras, com vistas ao processo de ensino-aprendizagem da leitura e da escrita na universidade. Embora julguemos que essas atividades estão relacionadas, para fins analíticos, damos atenção especial às atividades de leitura, desenvolvidas em um projeto de letramento (KLEIMAN, 2000). Teoricamente, o trabalho se fundamenta nas contribuições dos estudos de letramento acadêmico (HYLAND, 2004; CARLINO, 2003; LEA; STREET, 2006; MARINHO, 2011) e nas abordagens de gêneros textuais, filiadas à nova retórica (BAZERMAN, 2005; 2006; MILLER, 1984). Metodologicamente, a pesquisa é qualitativa de natureza etnográfica crítica (THOMAS, 1993). A análise apoia-se em dados gerados em seminários desenvolvidos na disciplina Linguística IV (Curso de Letras/UFRN), sob a perspectiva da etnografia da escrita (DEVITT; REIFF; BAWARSHI, 2004). O estudo aponta para as possibilidades de se promover o acesso à cultura letrada e o domínio dos gêneros acadêmicos, com destaque para a relevância da abordagem etnográfica no ensino-aprendizagem das práticas de leitura e escrita através do currículo (WAC).ANPOLL2020-09-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistadaanpoll.emnuvens.com.br/revista/article/view/138610.18309/anp.v51i2.1386Revista da Anpoll; Vol. 51 No. 2 (2020): Gêneros textuais/discursivos, práticas de linguagem e vozes do sul em diálogo; 125-138Revista da Anpoll; v. 51 n. 2 (2020): Gêneros textuais/discursivos, práticas de linguagem e vozes do sul em diálogo; 125-1381982-78301414-7564reponame:Revista da ANPOLL (Online)instname:Associação Nacional de Pós-Graduação e Pesquisa em Letras e Lingüística (ANPOLL)instacron:ANPOLLporhttps://revistadaanpoll.emnuvens.com.br/revista/article/view/1386/1103Copyright (c) 2020 Maria do Socorro Oliveirainfo:eu-repo/semantics/openAccessOliveira, Maria do Socorro2022-01-31T23:26:56Zoai:ojs.revistadaanpoll.emnuvens.com.br:article/1386Revistahttps://revistadaanpoll.emnuvens.com.br/revista/indexONGhttps://revistadaanpoll.emnuvens.com.br/revista/oairevistadaanpoll@gmail.com1982-78301414-7564opendoar:2023-01-13T09:48:51.455985Revista da ANPOLL (Online) - Associação Nacional de Pós-Graduação e Pesquisa em Letras e Lingüística (ANPOLL)false
dc.title.none.fl_str_mv Learning to read to write: the abstract genre and academic literacy
Aprendendo a ler para escrever: o gênero textual resumo científico e letramento acadêmico
title Learning to read to write: the abstract genre and academic literacy
spellingShingle Learning to read to write: the abstract genre and academic literacy
Oliveira, Maria do Socorro
Academic literacy
Genre
Scientific abstract
Reading and writing
Ethnography of writing
Letramento Acadêmico
Gênero textual
Resumo Científico
Leitura e Escrita
Etnografia da Escrita
title_short Learning to read to write: the abstract genre and academic literacy
title_full Learning to read to write: the abstract genre and academic literacy
title_fullStr Learning to read to write: the abstract genre and academic literacy
title_full_unstemmed Learning to read to write: the abstract genre and academic literacy
title_sort Learning to read to write: the abstract genre and academic literacy
author Oliveira, Maria do Socorro
author_facet Oliveira, Maria do Socorro
author_role author
dc.contributor.author.fl_str_mv Oliveira, Maria do Socorro
dc.subject.por.fl_str_mv Academic literacy
Genre
Scientific abstract
Reading and writing
Ethnography of writing
Letramento Acadêmico
Gênero textual
Resumo Científico
Leitura e Escrita
Etnografia da Escrita
topic Academic literacy
Genre
Scientific abstract
Reading and writing
Ethnography of writing
Letramento Acadêmico
Gênero textual
Resumo Científico
Leitura e Escrita
Etnografia da Escrita
description This study focuses on a pedagogical activity centered on a critical-analytical reading of scientific abstracts produced in the program area of Portuguese language studies, embedded in the teaching-learning process of academic reading and writing practices.  Although we believe that these practices are related, for analytical purposes, we paid special attention to reading activities, developed in a literacy project (KLEIMAN, 2000). Theoretically, the work is based on the contributions of academic literacy studies (HYLAND, 2004; CARLINO, 2003; LEA; STREET, 2006; MARINHO, 2011) and on approaches to textual genres affiliated to the new rhetoric (BAZERMAN, 2005; 2006; MILLER, 1984). Methodologically, the research is qualitative of a critical ethnographic nature (THOMAS, 1993). The analysis centers on data generated in seminars developed in the discipline Linguistics IV (Program of Letters/UFRN), grounded in the perspective of the ethnography of writing (DEVITT; REIFF; BAWARSHI, 2004). The study points to the possibilities of promoting access and mastery of academic genres, highlighting the relevance of an ethnographic approach in the teaching-learning of reading and writing practices through the curriculum (WAC).
publishDate 2020
dc.date.none.fl_str_mv 2020-09-09
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistadaanpoll.emnuvens.com.br/revista/article/view/1386
10.18309/anp.v51i2.1386
url https://revistadaanpoll.emnuvens.com.br/revista/article/view/1386
identifier_str_mv 10.18309/anp.v51i2.1386
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistadaanpoll.emnuvens.com.br/revista/article/view/1386/1103
dc.rights.driver.fl_str_mv Copyright (c) 2020 Maria do Socorro Oliveira
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Maria do Socorro Oliveira
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv ANPOLL
publisher.none.fl_str_mv ANPOLL
dc.source.none.fl_str_mv Revista da Anpoll; Vol. 51 No. 2 (2020): Gêneros textuais/discursivos, práticas de linguagem e vozes do sul em diálogo; 125-138
Revista da Anpoll; v. 51 n. 2 (2020): Gêneros textuais/discursivos, práticas de linguagem e vozes do sul em diálogo; 125-138
1982-7830
1414-7564
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instname_str Associação Nacional de Pós-Graduação e Pesquisa em Letras e Lingüística (ANPOLL)
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reponame_str Revista da ANPOLL (Online)
collection Revista da ANPOLL (Online)
repository.name.fl_str_mv Revista da ANPOLL (Online) - Associação Nacional de Pós-Graduação e Pesquisa em Letras e Lingüística (ANPOLL)
repository.mail.fl_str_mv revistadaanpoll@gmail.com
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