Evaluative appraisal by master’s students on the teaching of reading and writing

Detalhes bibliográficos
Autor(a) principal: Mello, Marcela Tavares de
Data de Publicação: 2021
Outros Autores: Rodrigues, Jéssica do Nascimento
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Educação e Pesquisa
Texto Completo: https://www.revistas.usp.br/ep/article/view/188203
Resumo: This article presents reflections about academic literacies, understood as social practices, ways of being, listening, reading, writing, acting, interacting, believing, valuing, feeling and using resources, tools and technologies capable of enacting and developing the identity that is characteristic of the academic sphere (FISCHER, 2007). In a qualitative-interpretative approach, we aim at analyzing the evaluative appraisals that students in a master’s program in Communication and Society at a public university develop about the teaching of reading and writing in the academic sphere, considering the pedagogical means used by higher education teachers. As empirical evidence, we use excerpts of accounts from collective interviews conducted in 2019, where the subjects reveal their experiences with the reading and writing of academic speech genres. Based on data so generated, it can be affirmed that, considering the existence of pedagogical practices that guide understanding about speech genres, the students’ evaluative appraisals indicate satisfaction and contentment in reading the texts. On the other hand, with regard to writing, their evaluative appraisals signal dissatisfaction and displeasure, due to the absence of pedagogical directions and the need for continuing education for teachers who: a) request texts for assessment purposes only; and b) do not provide enough information about the speech genre in which the texts requested are expected to materialize. The results suggest it is necessary to institutionalize activities for the teaching of reading and writing not only in undergraduate programs, but also in graduate ones, considering the dialogical, situated and uninterrupted nature of literacy processes in this discursive sphere.
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spelling Evaluative appraisal by master’s students on the teaching of reading and writingApreciações valorativas de estudantes de mestrado sobre o ensino da leitura e da escritaLetramentos acadêmicosEsfera acadêmicaEnsinoGêneros discursivosPós-graduaçãoAcademic literaciesAcademic sphereTeachingSpeech genresPost-graduationThis article presents reflections about academic literacies, understood as social practices, ways of being, listening, reading, writing, acting, interacting, believing, valuing, feeling and using resources, tools and technologies capable of enacting and developing the identity that is characteristic of the academic sphere (FISCHER, 2007). In a qualitative-interpretative approach, we aim at analyzing the evaluative appraisals that students in a master’s program in Communication and Society at a public university develop about the teaching of reading and writing in the academic sphere, considering the pedagogical means used by higher education teachers. As empirical evidence, we use excerpts of accounts from collective interviews conducted in 2019, where the subjects reveal their experiences with the reading and writing of academic speech genres. Based on data so generated, it can be affirmed that, considering the existence of pedagogical practices that guide understanding about speech genres, the students’ evaluative appraisals indicate satisfaction and contentment in reading the texts. On the other hand, with regard to writing, their evaluative appraisals signal dissatisfaction and displeasure, due to the absence of pedagogical directions and the need for continuing education for teachers who: a) request texts for assessment purposes only; and b) do not provide enough information about the speech genre in which the texts requested are expected to materialize. The results suggest it is necessary to institutionalize activities for the teaching of reading and writing not only in undergraduate programs, but also in graduate ones, considering the dialogical, situated and uninterrupted nature of literacy processes in this discursive sphere.Este artigo apresenta reflexões acerca dos letramentos acadêmicos, compreendidos como práticas sociais, formas de ser, ouvir, escrever, ler, agir, interagir, acreditar, valorizar, sentir, usar recursos, ferramentas e tecnologias capazes de ativar e desenvolver a identidade própria da esfera acadêmica (FISCHER, 2007). Em uma abordagem qualitativo-interpretativista, busca analisar as apreciações valorativas que estudantes do curso de Mestrado em Comunicação e Sociedade de uma universidade pública desenvolvem a respeito do ensino da leitura e da escrita na esfera acadêmica, tendo em vista os expedientes pedagógicos adotados pelo professor universitário. Como evidências empíricas, utiliza excertos de relatos produzidos em entrevistas coletivas realizadas em 2019, em que os sujeitos revelam suas experiências relacionadas às práticas leitoras e escriturais dos gêneros discursivos acadêmicos. Com base nos dados gerados, é possível afirmar que, tendo em vista a existência de práticas pedagógicas que orientam a compreensão dos gêneros discursivos, as apreciações valorativas enunciadas indicam satisfação e contentamento na leitura dos textos. Em contrapartida, em se tratando da escrita, as apreciações valorativas sinalizam descontentamento e desagrado, em razão da ausência de encaminhamentos pedagógicos, e necessidade de formação contínua dos docentes universitários que: a) solicitam a produção de textos apenas para fins de avaliação; e b) não apresentam informações suficientes sobre o gênero discursivo em que a produção solicitada deva se materializar. Os resultados sugerem a necessidade da institucionalização das atividades de ensino da leitura e da escrita não só nos cursos de graduação, mas também nos de pós-graduação, considerando a natureza dialógica, situada e ininterrupta dos processos de letramento nessa esfera discursiva.Universidade de São Paulo. Faculdade de Educação2021-12-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/xmlapplication/pdfapplication/pdfhttps://www.revistas.usp.br/ep/article/view/18820310.1590/S1678-4634202147233998Educação e Pesquisa; v. 47 (2021); e233998Educação e Pesquisa; Vol. 47 (2021); e233998Educação e Pesquisa; Vol. 47 (2021); e2339981678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporenghttps://www.revistas.usp.br/ep/article/view/188203/173819https://www.revistas.usp.br/ep/article/view/188203/173818https://www.revistas.usp.br/ep/article/view/188203/173817Copyright (c) 2021 Educação e Pesquisahttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccess Mello, Marcela Tavares deRodrigues, Jéssica do Nascimento 2021-12-07T13:57:46Zoai:revistas.usp.br:article/188203Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2021-12-07T13:57:46Educação e Pesquisa - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv Evaluative appraisal by master’s students on the teaching of reading and writing
Apreciações valorativas de estudantes de mestrado sobre o ensino da leitura e da escrita
title Evaluative appraisal by master’s students on the teaching of reading and writing
spellingShingle Evaluative appraisal by master’s students on the teaching of reading and writing
Mello, Marcela Tavares de
Letramentos acadêmicos
Esfera acadêmica
Ensino
Gêneros discursivos
Pós-graduação
Academic literacies
Academic sphere
Teaching
Speech genres
Post-graduation
title_short Evaluative appraisal by master’s students on the teaching of reading and writing
title_full Evaluative appraisal by master’s students on the teaching of reading and writing
title_fullStr Evaluative appraisal by master’s students on the teaching of reading and writing
title_full_unstemmed Evaluative appraisal by master’s students on the teaching of reading and writing
title_sort Evaluative appraisal by master’s students on the teaching of reading and writing
author Mello, Marcela Tavares de
author_facet Mello, Marcela Tavares de
Rodrigues, Jéssica do Nascimento
author_role author
author2 Rodrigues, Jéssica do Nascimento
author2_role author
dc.contributor.author.fl_str_mv Mello, Marcela Tavares de
Rodrigues, Jéssica do Nascimento
dc.subject.por.fl_str_mv Letramentos acadêmicos
Esfera acadêmica
Ensino
Gêneros discursivos
Pós-graduação
Academic literacies
Academic sphere
Teaching
Speech genres
Post-graduation
topic Letramentos acadêmicos
Esfera acadêmica
Ensino
Gêneros discursivos
Pós-graduação
Academic literacies
Academic sphere
Teaching
Speech genres
Post-graduation
description This article presents reflections about academic literacies, understood as social practices, ways of being, listening, reading, writing, acting, interacting, believing, valuing, feeling and using resources, tools and technologies capable of enacting and developing the identity that is characteristic of the academic sphere (FISCHER, 2007). In a qualitative-interpretative approach, we aim at analyzing the evaluative appraisals that students in a master’s program in Communication and Society at a public university develop about the teaching of reading and writing in the academic sphere, considering the pedagogical means used by higher education teachers. As empirical evidence, we use excerpts of accounts from collective interviews conducted in 2019, where the subjects reveal their experiences with the reading and writing of academic speech genres. Based on data so generated, it can be affirmed that, considering the existence of pedagogical practices that guide understanding about speech genres, the students’ evaluative appraisals indicate satisfaction and contentment in reading the texts. On the other hand, with regard to writing, their evaluative appraisals signal dissatisfaction and displeasure, due to the absence of pedagogical directions and the need for continuing education for teachers who: a) request texts for assessment purposes only; and b) do not provide enough information about the speech genre in which the texts requested are expected to materialize. The results suggest it is necessary to institutionalize activities for the teaching of reading and writing not only in undergraduate programs, but also in graduate ones, considering the dialogical, situated and uninterrupted nature of literacy processes in this discursive sphere.
publishDate 2021
dc.date.none.fl_str_mv 2021-12-07
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dc.identifier.uri.fl_str_mv https://www.revistas.usp.br/ep/article/view/188203
10.1590/S1678-4634202147233998
url https://www.revistas.usp.br/ep/article/view/188203
identifier_str_mv 10.1590/S1678-4634202147233998
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://www.revistas.usp.br/ep/article/view/188203/173819
https://www.revistas.usp.br/ep/article/view/188203/173818
https://www.revistas.usp.br/ep/article/view/188203/173817
dc.rights.driver.fl_str_mv Copyright (c) 2021 Educação e Pesquisa
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Educação e Pesquisa
http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
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application/pdf
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dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
dc.source.none.fl_str_mv Educação e Pesquisa; v. 47 (2021); e233998
Educação e Pesquisa; Vol. 47 (2021); e233998
Educação e Pesquisa; Vol. 47 (2021); e233998
1678-4634
1517-9702
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instname_str Universidade de São Paulo (USP)
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reponame_str Educação e Pesquisa
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