Letramento acadêmico: uma proposta para formação continuada dos professores de língua materna.

Abstract

The difficulty in guiding 9th grade students to produce the scientific article, in order to socialize the process of scientific investigation belonging to the Elementary School Conclusion Work, in a public school in the state of Pernambuco, led to reflections on the existence of weaknesses in the study. academic literacy in the initial formation of native language teachers, since the scientific article belongs to the scientific academic domain. In order to highlight the importance of academic literacy in the initial and continuing education of the mother tongue teacher, understanding how the practices of academic literacy determine the construction of the identity of the Portuguese language teacher, the respective study was used. methodological proposal the autoetnographic writing, whose constitution allowed the researcher to act as a researcher and object of investigation from the use as research corpus of her academic experiences, with emphasis on the university academic, and thus, to elaborate a book of activities whose proposal intends the promotion. of the academic literacy of elementary school teachers, from the production of the discursive genre scientific article. The investigative path taken with the theoretical contribution of the New Studies of Literacy favored the understanding that the predominance of the autonomous model of literacy during basic education and the skills model during higher education contributed to the pedagogical practices adopted by the investigated teacher vulnerable proposal of mother tongue teaching in relation to the orientation of its 9th grade students to produce the scientific article genre, or to any other academic subject. Having said that, in-service or continuing education with the support of the university represents an opportunity for elementary school teachers of mother tongue II to develop academic literacy practices from the development of the investigative spirit of their Portuguese language teaching practices combined with relevant theoretical conceptions, and thus, insert their students in sociocultural practices of reading and writing, contributing to the promotion of literacy practices in the school environment.