THE PERSPECTIVE OF ACADEMIC LITERACY IN THE CURRICULUM OF UNDERGRADUATED COURSES

• Autor(a) principal: Garcia Cavalcante, Cláudia
• Data de Publicação: 2022
• Outros Autores: de Oliveira Mendes, Rosangela, Aparecida Soares Souza, Maiara
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Exitus
• Texto Completo: https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/1995
• topic: Academic literacy; Academic discourse genres; Pedagogical Projects of Undergraduated Courses; Literacidad académica; Géneros discursivos académicos; Plan de estudios de grados; Letramento acadêmico; Gêneros do discurso acadêmico; Projeto Pedagógico de Curso de Graduação; Letramento acadêmico; Gêneros do discurso acadêmico; Projeto Pedagógico de Curso de Graduação

The objective of this study is to analyze the place of academic literacy in the fourteen Pedagogical Projects of Undergraduated Courses (PPCs) of the Federal University of Paraná (UFPR-Setor Litoral), through the mapping of academic discourse genres in the programme of disciplines (modules) and documents that regulate activities in order to produce reflections on higher education. The theoretical framework adopted is interdisciplinary by combining Dialogical Discourse Analysis (DDA) on the heterogeneous, dialogic and interactional character of concrete utterances to Literacy Studies, whose perspective conceives reading and writing as social practices that vary according to context and culture. The research revealed that the academic literacy practices in that institution are concentrated in the areas referring to the supervised teaching internship and the course conclusion work (TCC). We conclude that, by being at the service of the written production of internship and TCC reports, academic discursive genres are segregated into specific niches of the curriculum. This result points to a discussion with a view to problematizing the construction of curricula so that there is also an emphasis on the oral genres circulating in the academy, in addition to the written ones, and that promotes the inclusion of other contemporary modalities of academic genres that are incorporated into the experience of the student in all areas of the degree.