Students’ voices on academic literacy: an analysis aligned to the New Literacy Studies perspective

Detalhes bibliográficos
Autor(a) principal: Tôrres, Maria Emília Almeida da Cruz
Data de Publicação: 2022
Outros Autores: Araujo, Carolina de Cássia
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Acta Scientiarum. Education (Online)
Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/55966
Resumo: Situated in the area of Education, and focusing the academic literacy this work aligns to the epistemological assumptions sanctioned by the New Literacy Studies, which conceive literacy as a phenomenon that occurs in the social practices of writing, influenced by the beliefs, values and culture of the individual or social groups in which they belong. The objective was to analyze the relationship the students of a public university stablish with writing in order to know some of the reasons that lead professors to say the students of the institution ‘write very badly’, by observing the Discourses (Gee, 1998, 2004, 2005, 2015) reflected in the statements of the students interviews. The methodological instrument for collecting data used were semi-structured interviews in which students could recall their reading stories from childhood to the present day. It would enable the researcher to know what these students think about their writing practices in the academic context, as well as whether the university seeks to guide them to produce the texts that circulate in that context. The data revealed that students have difficulties in carrying out the writing activities demanded in the academy, that doesn´t seem to have a real concern to expose the students to the privileged texts in that context, what may be interpreted as a lack of an effective literacy planning promotion in all areas of knowledge.
id UEM-12_d52ae860572276cca17ac58872346b47
oai_identifier_str oai:periodicos.uem.br/ojs:article/55966
network_acronym_str UEM-12
network_name_str Acta Scientiarum. Education (Online)
repository_id_str
spelling Students’ voices on academic literacy: an analysis aligned to the New Literacy Studies perspectiveInformes de estudiantes sobre literacidad académica: un análisis alineado con la perspectiva de los Nuevos Estudios de LiteracidadRelatos discentes sobre o letramento acadêmico: uma análise alinhada à perspectiva dos Novos Estudos do Letramentoacademic literacy; reading stories; social discourses.literacidad académica; lectura de cuentos; discursos sociales.letramento acadêmico; histórias de leitura; discursos sociais.Situated in the area of Education, and focusing the academic literacy this work aligns to the epistemological assumptions sanctioned by the New Literacy Studies, which conceive literacy as a phenomenon that occurs in the social practices of writing, influenced by the beliefs, values and culture of the individual or social groups in which they belong. The objective was to analyze the relationship the students of a public university stablish with writing in order to know some of the reasons that lead professors to say the students of the institution ‘write very badly’, by observing the Discourses (Gee, 1998, 2004, 2005, 2015) reflected in the statements of the students interviews. The methodological instrument for collecting data used were semi-structured interviews in which students could recall their reading stories from childhood to the present day. It would enable the researcher to know what these students think about their writing practices in the academic context, as well as whether the university seeks to guide them to produce the texts that circulate in that context. The data revealed that students have difficulties in carrying out the writing activities demanded in the academy, that doesn´t seem to have a real concern to expose the students to the privileged texts in that context, what may be interpreted as a lack of an effective literacy planning promotion in all areas of knowledge.Este trabajo se enmarca en el área de Educación, enfocándose en la literacidad académica y está en línea con los supuestos epistemológicos sancionados por los Nuevos Estudios de Literacidad, que lo conciben como un fenómeno que se da en las prácticas sociales de la escritura, influenciado por creencias, valores Y cultura individual o grupos sociales a los que pertenecen. El principal objetivo de este artículo fue analizar, desde la perspectiva discursiva de Gee (1998, 2004, 2005, 2015), uno de los precursores de los Nuevos Estudios de Literacidad, la relación que los estudiantes de la Licenciatura Interdisciplinaria en Ciencia y Tecnología, desde un Universidad Federal del Sur de Minas Gerais se entrelazan con la escritura. La intención principal fue conocer algunas de las razones que llevan a muchos profesores de este curso a afirmar que los egresados de esta institución, en general, ‘escriben muy mal’. Los datos fueron recogidos en las declaraciones de dos estudiantes, en los que se analizó esta relación a partir de los discursos allí reflejados. Uno de los instrumentos metodológicos que se utilizaron para generar los datos fue la entrevista semiestructurada (Gil, 2008), en la que se pedía a los estudiantes que recordaran su lectura de historias desde la infancia hasta historias actuales, ya que permitirían al investigador comprender mejor la relación que establecen con las prácticas de escritura valoradas en el contexto académico. Sería muy importante, también, ver si la universidad busca orientarlos para producir los textos que allí circulan. Los datos revelan que los estudiantes tienen dificultades para realizar las actividades de actividades de escritura que demanda la academia y que, a su vez, no tiene una mirada cercana en el sentido de exponer a estos estudiantes a los textos sancionados por ella, lo que se puede interpretar como la falta de un plan general para promover  la literacidad en todas as áreas  del conocimiento de sus estudiantes.Este trabalho se insere na área de Educação, com foco em letramento acadêmico e se alinha aos pressupostos epistemológicos sancionados pelos Novos Estudos do Letramento, que o concebem como fenômeno que se dá nas práticas sociais da escrita, influenciadas pelas crenças, valores e cultura do indivíduo ou grupos sociais em que se inserem. O objetivo maior deste artigo foi analisar, da perspectiva discursiva de Gee (1998, 2004, 2005, 2015), um dos precursores dos Novos Estudos do Letramento, a relação que discentes do Bacharelado Interdisciplinar em Ciência e Tecnologia, de uma universidade federal do sul de Minas Gerais entretecem com a escrita. A intenção maior foi a de se conhecer alguns dos motivos que levam muitos docentes desse curso a afirmar que os graduandos dessa instituição, de modo geral, ‘escrevem muito mal’. Os dados foram coletados nas declarações de dois discentes, em que se analisou essa relação a partir dos Discursos ali refletidos. Um dos instrumentos metodológicos utilizados para a geração dos dados foi a entrevista semiestruturada (Gil, 2008), em que se solicitou aos graduandos que rememorassem suas histórias de leitura desde a infância até as histórias atuais, pois propiciariam ao pesquisador compreender melhor a relação que estabelecem com as práticas de escrita valorizadas no contexto acadêmico. Seria deveras importante também, se observar se a universidade procura orientá-los a produzir os textos que ali circulam. Os dados revelam que os alunos têm dificuldades em executar as atividades escriturais demandadas pela academia e que esta, por sua vez, não tem um olhar atento no sentido de expor esses alunos aos textos aí valorizados, o que pode ser interpretado como sendo falta de um plano geral de promoção de letramento em todas as áreas de conhecimento de seu alunado.Universidade Estadual de Maringá2022-11-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/5596610.4025/actascieduc.v45i1.55966Acta Scientiarum. Education; Vol 45 (2023): Publicação contínua; e55966Acta Scientiarum. Education; v. 45 (2023): Publicação contínua; e559662178-52012178-5198reponame:Acta Scientiarum. Education (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporenghttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/55966/751375155058https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/55966/751375155215Copyright (c) 2023 Acta Scientiarum. Educationhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessTôrres, Maria Emília Almeida da Cruz Araujo, Carolina de Cássia 2022-12-20T14:17:46Zoai:periodicos.uem.br/ojs:article/55966Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciEduc/indexPUBhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/oaiactaeduc@uem.br||2178-52012178-5198opendoar:2022-12-20T14:17:46Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)false
dc.title.none.fl_str_mv Students’ voices on academic literacy: an analysis aligned to the New Literacy Studies perspective
Informes de estudiantes sobre literacidad académica: un análisis alineado con la perspectiva de los Nuevos Estudios de Literacidad
Relatos discentes sobre o letramento acadêmico: uma análise alinhada à perspectiva dos Novos Estudos do Letramento
title Students’ voices on academic literacy: an analysis aligned to the New Literacy Studies perspective
spellingShingle Students’ voices on academic literacy: an analysis aligned to the New Literacy Studies perspective
Tôrres, Maria Emília Almeida da Cruz
academic literacy; reading stories; social discourses.
literacidad académica; lectura de cuentos; discursos sociales.
letramento acadêmico; histórias de leitura; discursos sociais.
title_short Students’ voices on academic literacy: an analysis aligned to the New Literacy Studies perspective
title_full Students’ voices on academic literacy: an analysis aligned to the New Literacy Studies perspective
title_fullStr Students’ voices on academic literacy: an analysis aligned to the New Literacy Studies perspective
title_full_unstemmed Students’ voices on academic literacy: an analysis aligned to the New Literacy Studies perspective
title_sort Students’ voices on academic literacy: an analysis aligned to the New Literacy Studies perspective
author Tôrres, Maria Emília Almeida da Cruz
author_facet Tôrres, Maria Emília Almeida da Cruz
Araujo, Carolina de Cássia
author_role author
author2 Araujo, Carolina de Cássia
author2_role author
dc.contributor.author.fl_str_mv Tôrres, Maria Emília Almeida da Cruz
Araujo, Carolina de Cássia
dc.subject.por.fl_str_mv academic literacy; reading stories; social discourses.
literacidad académica; lectura de cuentos; discursos sociales.
letramento acadêmico; histórias de leitura; discursos sociais.
topic academic literacy; reading stories; social discourses.
literacidad académica; lectura de cuentos; discursos sociales.
letramento acadêmico; histórias de leitura; discursos sociais.
description Situated in the area of Education, and focusing the academic literacy this work aligns to the epistemological assumptions sanctioned by the New Literacy Studies, which conceive literacy as a phenomenon that occurs in the social practices of writing, influenced by the beliefs, values and culture of the individual or social groups in which they belong. The objective was to analyze the relationship the students of a public university stablish with writing in order to know some of the reasons that lead professors to say the students of the institution ‘write very badly’, by observing the Discourses (Gee, 1998, 2004, 2005, 2015) reflected in the statements of the students interviews. The methodological instrument for collecting data used were semi-structured interviews in which students could recall their reading stories from childhood to the present day. It would enable the researcher to know what these students think about their writing practices in the academic context, as well as whether the university seeks to guide them to produce the texts that circulate in that context. The data revealed that students have difficulties in carrying out the writing activities demanded in the academy, that doesn´t seem to have a real concern to expose the students to the privileged texts in that context, what may be interpreted as a lack of an effective literacy planning promotion in all areas of knowledge.
publishDate 2022
dc.date.none.fl_str_mv 2022-11-29
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://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/55966
10.4025/actascieduc.v45i1.55966
url https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/55966
identifier_str_mv 10.4025/actascieduc.v45i1.55966
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/55966/751375155058
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/55966/751375155215
dc.rights.driver.fl_str_mv Copyright (c) 2023 Acta Scientiarum. Education
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Acta Scientiarum. Education
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Maringá
publisher.none.fl_str_mv Universidade Estadual de Maringá
dc.source.none.fl_str_mv Acta Scientiarum. Education; Vol 45 (2023): Publicação contínua; e55966
Acta Scientiarum. Education; v. 45 (2023): Publicação contínua; e55966
2178-5201
2178-5198
reponame:Acta Scientiarum. Education (Online)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Acta Scientiarum. Education (Online)
collection Acta Scientiarum. Education (Online)
repository.name.fl_str_mv Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)
repository.mail.fl_str_mv actaeduc@uem.br||
_version_ 1754842070771564544

Registros relacionados