Ler e escrever na universidade: encontros e desencontros de licenciandos em pedagogia com o letramento acadêmico

Abstract

This research focuses on the relationship that undergraduate students in Pedagogy develop with academic literacy throughout their training. This study is motivated by the following question:How do undergraduate students in Pedagogy at UEFS construct and attribute meaning to their relationships with academic literacy throughout their educational journeys, based on their narratives and perceptions?In this direction, the general objective of this work is to understand how undergraduate students in Pedagogy at UEFS construct and attribute meaning to their relationships with academic literacy throughout their educational paths, based on their narratives and perceptions. Furthermore, this work is based on the principles of qualitative research. The method employed was (auto)biographical, and we used individual narrative interviews as research tools. The analytical paradigm that inspired us was the comprehensive-interpretative one. The study participants were six students from the final three semesters of the Pedagogy degree program at UEFS. The study findings reveal that, despite experiencing various difficulties related to academic literacy, the students adopted an active stance towards these difficulties, developing strategies to cope with them. Furthermore, it was observed that the students managed to maintain dialogical and welcoming relationships with most of their professors. However, there are reports of hierarchical and authoritarian practices by some professors. Finally, the study revealed that although female students rarely mention the term Academic Literacy, they perceive that there is a more practiced literacy at the university, the specifics of which they were unaware. Furthermore, some students demonstrate that even in the final stretch of their course they still experience difficulties with Academic Literacy. But there are other students who already claim to have built a good relationship with this literacy throughout their undergraduate studies.