Evaluative appraisal by master’s students on the teaching of reading and writing
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Data de Publicação: | 2021 |
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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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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 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
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 |
dc.format.none.fl_str_mv |
text/xml application/pdf application/pdf |
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 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
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Educação e Pesquisa |
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Educação e Pesquisa - Universidade de São Paulo (USP) |
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||revedu@usp.br |
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