Critical academic literacy through summary sheets

• Autor(a) principal: Cunha, Victoria Barboza de Castro
• Data de Publicação: 2023
• Outros Autores: Silveira, Ana Paula Kuczmynda da
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Entretextos
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/47130
• topic: Critical Academic Literacy; Didactic Sequence; Summary Sheets; Alfabetización Académica Crítica; Secuenciación Didáctica; Fichas; Letramento Acadêmico Crítico; Sequência Didática; Fichamento

Considering scientific methodology textbooks offer a mechanistic approach to the work with the genre of summary sheets in the classroom of Higher Education (HE), this article aims to present a didactic sequence for the elaboration of summary sheets from the sociodiscursive interactionism (SIT), aimed at teachers and students of HE. To do so, we rely on Bakhtin (2003) and understand the text as an enunciate composed simultaneously by "already said" discourses and by enunciates prefigured by the subject in contact with the "already said", in a dialogical relationship. Our methodological path followed the structure of the didactic sequence linked to the theory of textual genres for mother tongue teaching, according to Dolz, Noverraz and Schneuwly (2004). From our results, we argue that the didactic sequence presented here contributes to the redefinition of the genre summary sheet by students and teachers, who no longer see it as an end in itself, something that needs to be delivered or completed, and start to see it as an access apparatus to transpose the merely textual level of the "written said" to enter the critical level of academic reading with scientific use, which involves a reflective approach to the "not said/not written".