Como estudantes de letras leem e escrevem no primeiro período? Uma análise com roteiros de leitura-escrita.

Abstract

In the academic context, having to read a great number of texts, students not always succeed in accomplishing the task. The results are a lack of understanding and a sense of failure. Therefore, this paper presents the proposal of reading-writing guidelines as a didactic resource, in the first semester of Language undergraduate courses, in order to guide students while reading academic theoretical texts. Our guideline contains pre-reading, while-reading and post-reading sections, so that the students can read the text and answer the questions simultaneously. Their answers are analyzed based on the theoretical principles of metacognition (NEVES, 2015; BOTELHO, 2010), and the concepts of writing actions (NEVES, 2015; 2016; 2019) and reading levels (APPLEGATE e cols., 2002; VARGAS, 2012a, 2012b, 2017). The main purpose of the guidelines is to promote the learning and identification of the writing actions through reading guidance, as well as the achievement of the different reading levels. Through the analysis of the results, the reading-writing guidelines proved to help students in their learning process. Plagiarism was detected, due to inadequate use of the linguistic features of reporting. Difficulties in metacognitive regulation were also noticed, besides the need to teach the action of analyzing was also observed.