SOUSA, W. B; http://lattes.cnpq.br/9270495507052322; SOUSA, Wellington Barbosa de.
Résumé:
Literacy practices surround the subject's daily action, whether writing, reading a book, taking a bus or watching a video on the computer, and they often occur naturally. However, in the last 20 years, there has been a transformation in the way of communicating and interacting socially with the emergence of new technologies and with them the multi-tools (ROJO, 2013). The university as a context of higher education, more precisely in person, could not fail to be touched by such changes. In this scenario of profound transformations, graduates need to reconfigure and understand diverse digital literacy practices, and they are responsible for attributing the scientific and professional character of which they are carriers. In addition, the concept of literacy demands a new perspective when contenplating language in its most dynamic, social and multifaceted aspect. Starting from this context and reflecting on it, we theoretically base ourselves on Kleiman (1995), Street (2010); Rojo (2013; 2015; 2019) and Ribeiro (2018), among others, regarding literacy and higher education practices. With these theoretical contributions, we seek to answer the central question of our investigation: What literacy practices permeate the routine of undergraduate students in the Language course in the context of face-to-face training? For this, we have outlined the following general objective: To characterize the literate practices that guide the classroom training context of undergraduate students in the Literature course. As specific, we have: (I) Map the literate practices underlying the face-to-face context of the Licensee in Language (II) List the literate practices mapped to the speeches of the graduates according to their perspectives on them. Methodologically, as to its nature, this research is configured as an exploratory with an interpretive descriptive nature and is based on the principles of Applied Linguistic in its undisciplinary character (MOITA LOPES, 2006), since it allowed close contact with the research object and the possibility to observe it in its nuances and singularities; in addition, it allowed the use of different techniques and instruments for data generation, being a questionnaire, focus group and semi-structured interview, with the support of audio recordings. From the initial analysis of the generated data, three types of literate practices were found: digital, partially digital and printed, and to analyze them, we established two categories: "literate practices: characterization and classification", and "literate practices: speeches from undergraduates". As an object of investigation, we turn our attention to the literate practices of thirty-eight students degree in Languages registered at night time at the Federal University of Campina Grande - PB. Our data point to a use of literate practices from an instrumental point of view within the face-to- face context of the university. As well as, an inclination towards the traditional teaching paradigm in which digital technologies are not yet fully integrated and functional in study routines.
