Ensino de escrita acadêmica em um curso de Letras Português: do trabalho prescrito ao realizado.

Abstract

This investigation enlarge discutions about writing teaching in academic context, focusing, in a especial way, experiences lived by teachers with this teaching. Its guinding question is: What’s prescribed, planned and carried out in the teaching of academic writing in a Portuguese Languages course at a Brazilian public university? Its general object is to investigate the teaching os academic writing prescribed, planned and carried out in that course. The especifc objectives are: 1) To identify objects and approaches for teaching academic writing prescribed in the syllabus of the discipline Initioation to reading and production of academic texts offered in de course; 2) Mapping academic writing teaching objects and approaches planned in course plans for this discipline; 3) Identify academic writing teaching objects and approahes underlying the work carried out in the discipline; 4)To analyze reflections of ILPTA professores on the work carried out in this discipline, considering didactic transposition and approaches to teaching academic writing mobilized in this work. This Study anchors in the theoretical anssumptions of the New Literacy Studies, mainly based on the works carried out by Street (1994, 2003, 2014) and Gee (1996), in discussions about academic literacies FIAD, 2015; FISCHER, 2007; 2008, 2010; IVANIC, 2004; LEA; STREET, 1998; 2014, LILLIS; SCOTT, 2007; ZAVALA, 2010) and teaching work prescribed, planned and carried out (BRONCKART; MACHADO, 2009; CLOT, 2006; MACHADO,2006; LIRA; RAFAEL,2022). Methodologically, the presente study is situated in the field of Applied Linguistics (MOITA LOPES, 2006; 2009; 2013) in the interpretive paradigma, under a qualitative approach of the data (BOGDAN; BIKLEN, 1994; SILVEIRA; CÓRDOVA, 2009; PRODANOV; FREITAS, 2013). This is a reserch of a hybrid nature, of the experiencial type (MICCOLI, 2014) and exploratory (GIL, 2008). The corpus consists of two sets of data: (1) ILPTA course plans and (2) records of interviews with five teachers of the Portuguese Languages course at a public university located in norteastern Brazil. The analytical procedure is baseado on the data triangulation technique (MARCONDES; BRISOLA, 2014). Considering that the teaching of academic writing evidenced in the prescribed, planned and performed works of the professors are located in the ILPTA discipline syllabus, in course plans and in the students' reports. The results indicate gender as the main teaching object ((LINO DE ARAÚJO, 2014) and the study skills, academic socialization and, sometimes, insinuations of the academic literacy approach (LEA; STREET, 1998) signaled in the teachers' work. We also identified, in the didactic approach of the genre, the capture of fundamental elements in theoretical and methodological proportions of Sociodiscursive Interactionism (BRONKART, 1999). We hope that the visibility given in this study to the teaching of academic writing, based on the work prescribed, planned and carried out, can bring contributions to other co-workers and help students and other interested parties, thus strengthening the construction of knowledge in this area.