Práticas de ensino-aprendizagem de escrita acadêmica de estudantes do oitavo período do curso de letras da Universidade Tecnológica Federal do Paraná Câmpus Pato Branco
The arrival at the university by students who will course the graduation for the first time or who have just finished high school, requires them to develop new discursive skills. These discursive skills allow them to carry out the activities that the academic universe demands, having contact with ac...
| Autor principal: | Mezomo, Ediane Fátima |
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| Formato: | Trabalho de Conclusão de Curso (Graduação) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2020
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/14686 |
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| Resumo: |
The arrival at the university by students who will course the graduation for the first time or who have just finished high school, requires them to develop new discursive skills. These discursive skills allow them to carry out the activities that the academic universe demands, having contact with academic genres that are used as academic literacy. What happens, however, is that students on arriving at university do not have a characteristic literacy for the new environment, and it is up to the teachers to help them, which is not always the case, because many teachers understand that when taking a higher course, the student is already prepared for the new writing practices. Therefore, the present analysis has the purpose of verifying the understanding of teachers and students of the Course of Letters - Portuguese/English, of the Federal Technological University of Paraná (UTFPR), Campus Pato Branco on the difficulties related to the written production of the academic genres. In order to make this possible, questionnaires were given to the research subjects and, afterwards, the analysis of the responses was carried out according to the theoretical conjecture of discursive genres of Bakhtin (2011) and the New Studies of Literacy (BARTON, 1994; GEE, 1996; STREET, 1984). The study allowed concluding that both students and teachers perceive the difficulties related to the teaching- learning of discursive genres in the thematic, stylistic and structural aspects. The teachers mentioned the difficulties in the association between theory and practice for the production of reports and this implies an identity conflict experienced by the student, divided between what the teacher expects of him and what he can produce. With this research, students will be able to reflect on the professional education they are receiving and also that the faculty reflect about their work practices with written texts with the academics. |
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