Práticas de letramento acadêmico no contexto de extensão universitária : implicações para a formação inicial de professores de língua portuguesa

• Autor(a) principal: Guimarães, Fernanda Rodrigues
• Data de Publicação: 2024
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/18114
• topic: Letramentos; Letramento acadêmico; Letramento acadêmico; Projeto de Extensão; Projeto de Extensão; Formação Docente; Formação Docente; Linguística

The general objective of this research is to investigate the literacy practices developed in an extension project of the Department of Languages and Letters of the Federal University of Espírito Santo and how these practices affect teacher education. The specific objectives are as follows: 1) To identify the literacy practices that are present in the context of the extension project; 2) To identify the choices and decisions made by the student(s)-monitor(s) in relation to the texts that circulate in the location; 3) To analyze interpretatively, the literacy experiences experienced by the student(s)-monitor(s); 4) To analyze interpretatively, how the literacy experiences in an extension project of Ufes affect pre-service teacher education. The research is supported mainly by the New Literacy Studies , from the perspective of Street (2014; 2017); in the conception of discursive genres, based on Bakhtin (2003; 2016); in Fiad's conception of academic literacy (2011; 2013; 2015), which conceives academic literacies as a situated social practice; and, for the discussion on teacher education, supported by authors from both education and applied linguistics, such as Miller (2013), Freire and Leffa (2013), Casotti (2017), Benevides (2006), Guimarães (2023), Muniz and Boas (2017) and Freitas (2022). The methodology used is qualitative, interpretative and ethnographic. The methodology used is qualitative, interpretative and ethnographic. The work is carried out in the context of an extension project at the Federal University of Espírito Santo (Ufes), with students of Letters. The work is carried out in the context of an extension project at the Federal University of Espírito Santo (Ufes), with students of Letters. The following instruments for data collection are used: closed questionnaire, diary written by the researcher as a participant-observer in the extension project and guiding materials for the extension project. In the analyses carried out, it was identified that the main literacy practices experienced by the student(s)-monitor(s) of the extension project were the exchange of emails, meetings and text revisions. Based on the texts circulating in Releitores, we understand that the student(s)-monitor(s)' attitudes and decisions are guided predominantly by the commitment term signed by the student(s)-monitor(s). In view of this, we analyzed the choices and decisions of the student(s)-monitor(s) in the extension project. Finally, at Releitores, we discovered work with varied genres and literacy practices. We believe that the work of the student(s)-monitor(s) at the site goes beyond simply providing services, as it is not just about reviewing and delivering texts, but a process that includes dialogue and training of both the student(s)-monitor(s) as a future teacher and the author of the text