Artigo acadêmico como prática de letramento na formação de professores de lingua portuguesa.

Abstract

This dissertation expands the discussion carried out around the academic article, focusing, in a special way, on the meanings constructed about this object in the course of teacher training, in which it is proposed to stimulate the construction of the profile of the researcher teacher. In this sense, in order to explore one of the most demanded genres in the dissemination of research developed by the undergraduates, the following question arises: In what way does the academic article constitute itself as a practice of academic-professional literacy in a training course for teachers of Portuguese language? Faced with this questioning, the general objective of the research is: To investigate the meanings of the academic article in the course of Letters: Portuguese Language at UFCG, headquarters campus. As specific objectives: a) Map literacy events that took place in the aforementioned training course, in which the production of an academic article is demanded, from the perspective of graduates of the UFCG Letters course; b) Identify the ways in which Letters undergraduates relate to the production of academic article demanded in literacy events that took place in their training course; c) Associate the ways in which these undergraduates signify the production of the academic article with the practices of academic-professional literacy. In order to provide subsidies for the investigation, the proposed research is anchored in the current of New Literacy Studies (STREET, 1984, 2003) and Academic Literacies (CASTANHEIRA; CARVALHO; STREET, 2015; FIAD, 2015; LEA; STREET, 1998 , 2014; LILLIS; SCOTT, 2007; VIANA et al., 2016; ZAVALA, 2010), also considering the concepts of literacy events and literacy practices (STREET, 2012), as well as the academic article (MOTTA-ROTH; HENDGES, 2010), discursive genres and sphere of human activity (BAKHTIN, 2003; 2007). In methodological terms, the research in question falls within the field of Applied Linguistics

(MOITA-LOPES, 2006), in the light of a qualitative and interpretative approach (BORTONI- RICARDO, 2008). With regard to data generation, the research presents a hybrid

classification, exploratory (GIL, 1999) and experiential (MICCOLI, 2014). The data were generated remotely, via Google Meet, with three undergraduates from the Portuguese Language course at UFCG, through the application of three instruments: 1) an online questionnaire (MOREIRA; CALEFFE, 2006); 2) an individual semi-structured interview (ABRAHÃO, 2006) and 3) a reflective session (ABRAHÃO, 2006; LIBERALI, 1999). In relation to the listed objectives, we mapped the literacy events in which there was a demand for the production of academic articles experienced by the undergraduates in the course of Letters: Portuguese Language: (1) The production of AA in literacy events in the classroom: “the famous third stage” and (2) The production of AA in publicity literacy events: “I need to take it somewhere.” In the events reported, the undergraduates reveal the complexity of the constructions of meanings (literacy practices) in each event described, since the production of AA has to make it possible for them to feel valued by the professor of the discipline or by the academic community; the opportunity to identify themselves as an area of knowledge or to explore topics that make sense to them. It is expected, therefore, that listening to the way in which undergraduates signify these practices can give visibility to issues that are often not taken into account, as well as the expectation that the events experienced in this context can constantly relate to professional practices.