HUMAN SCIENCES UNDERGRADUATES’ PERCEPTIONS ABOUT ACADEMIC READING AND WRITING PRACTICES IN THE REMOTE ACADEMIC REGIME

• Autor(a) principal: BARROS, Ev’Ângela Batista Rodrigues de
• Data de Publicação: 2022
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Travessias Interativas
• Texto Completo: https://periodicos.ufs.br/Travessias/article/view/17015
• topic: Letramentos acadêmicos; Hiperdigitalização; Regime letivo remoto; Academic literacy; Hyperdigitalization; Remote academic regime

In the new circumstances imposed by the pandemic contexto, this work aimed to investigate the perception of Letters and Pedagogy students, through an online questionnaire, on the interference of hyperdigitalization of pedagogical practices in their academic literacy. Data were analyzed in the light of the Literacy Studies approach (STREET, 2009; LEA; STREET, 2006, ASSIS, 2014; CURRY; LILLIS, 2014 and others). 87% attested that the remote academic regime (RLR) negatively affected their reading ans writing practices, due to diferente factors: ergonomic (excessive hours in front of the computer); time management (high load of readings, tasks, assessments); environmental (noise, lack of resources) or personal (anxiety, depression, general lack of motivation). In reading, academically prioritized genres (articles and reviews) are considered the most problematic (theoretical and extensive, flowery language). In writing, the most complex ones were the monograph (graduation in Pedagogy) and the academic article, due to thematic and compositional aspects. Technologies sometimes are facilitators, sometimes cause fatigue and dispersion. It is concluded that the “user” of the potential of technologies has difficulty in becoming a “subject of language” in the new literacy practices (which does not exclude teachers). The relativization of the value of technologies and strategies adopted by the undergraduates to survive this moment of mediated initial training was evidenced.