THE IMPORTANCE OF INCENTIVE ACADEMIC READING IN AN ENGINEERING COURSE: students' strategies and perceptions

• Autor(a) principal: Malta, Hélia Lucila
• Data de Publicação: 2022
• Outros Autores: Cruz, Mirelle Oliveira da, Santos, Cenilza Pereira dos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Exitus
• Texto Completo: https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/1919
• topic: Enseñanza superior; Multialfabetización; Alfabetización académica; University education; Multiliteracy; Academic literacy; Ensino Superior; Multiletramento.; Letramento acadêmico

Reading is one of the main tools for acquiring knowledge at the university, although it often does not occupy a privileged place in engineering. This article is the result of a research that aimed to investigate how reading activities are carried out in the Food Engineering course of a public university in the interior of Bahia in the perception of students. As a theoretical foundation we seek, sought from Heinig and Schlichting (2019); Lea, Street (2014); Fischer (2011); Mar Mateos (2009), who discuss academic reading. It was a qualitative-quantitative research, with multiple choice questions and an essay question, collected in an electronic questionnaire. The closed answers were statistically quantified, the dissertations were submitted to Content Analysis, inspired by Bardin (2016). According to the students, the text types and genres most frequently used by teachers were scientific articles, book chapters, teacher slides, technical standards and legislation. The data showed that an expressive number of students uses shallow strategies of interaction with the text, such as highlighting and annotating topics. Opposing this question, evidence of the social function of reading was identified as a key to the acquisition of knowledge in the students' perception. We still observed in some answers an understanding of reading only as entertainment, not including study reading. The findings show the little role of students in reading practices, simultaneously with the reduced commitment of professors to create opportunities and encourage the use of reading methods and techniques for the construction or access to academic knowledge.Keywords: University education. Multiliteracy. Academic literacy.