Academic writing and literacy:: reading journals and English teachers professionalization

• Autor(a) principal: Figueiredo Lins Júnior, José Raymundo
• Data de Publicação: 2023
• Outros Autores: Moraes, Rozania Maria Alves de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Linguagem em Foco (Online)
• Texto Completo: https://revistas.uece.br/index.php/linguagememfoco/article/view/8468
• topic: Formação docente; Letramentos acadêmicos; Dialogismo; Teacher training; Academic literacy; Dialogic discourse

The aim of this article is to propose a discussion about academic literacy in an undergraduate Language Course and to present strategies that could be implemented from the beginning of the training to minimize problems of students’ academic writing. The corpus was based on Reading Diaries, which correspond to the mid-exam of the Supervised Internship subjects and the Final Report as the final exam. The methodology was developed on the dialogic analysis of discourse (BAKHTIN, 2011; 2015) through language activities (discussion on the readings and on the teaching experiences) as a formative instance of reflective thinking (SCHÖN, 1982; 1992) of the future language teachers. The results provide hypotheses of how the teaching training of undergraduate students can influence on academic autonomy, allowing them to appropriate knowledge of different orders, through strategies and resources that allow them to theorize their own teaching practices. And so, minimizing the distance between theory and teaching practices, once the course understands the importance to discuss theories based on their own experiences in the schools.