Letramento acadêmico: estudo exploratório do letramento dos alunos do curso de exatas de uma instituição de ensino superior em Montes Claros

Abstract

Introduction: The present research work aimed to understand the promotion of academic literacy of students of integrated engineering at Unifipmoc from the following problem situation: students of integrated engineering have knowledge and skills that contribute to the proficient development of reading and reading. academic writing? As specific objectives, explore knowledge related to academic literacy; to know the students' perception of reading and writing in college; to promote a reflection on the literacy of undergraduate students in the integrated engineering course, based on the researcher's experiences, and to identify the measures adopted by the Higher Education institution (Unifipmoc) for the promotion of students' academic literacy. Academic literacy can be understood as the mastery of textual genres (reading, writing and speaking) typical of the university environment, for example, article, review, abstracts, etc. To do so, he sought theoretical support mainly in the works of Soares (2004), Street (2010), Kleiman (2008) and Carvalho (2013). Methodology: The present research is of a qualitative nature, of an exploratory character, which seeks to establish a closer relationship with the research problem. Among the methodological possibilities, we use the case study, which consists in the development of an in-depth research on a given theme, in such a way that a broad analysis of the researched object is produced. The information collection instrument was a questionnaire applied to a sample of thirty-seven students from the Integrated Engineering course at Unifipmoc and the analysis of the interdisciplinary project. The questionnaire was divided into three parts, in the following order: questions related to reading practices; knowledge of textual modalities and Unifipmoc's interdisciplinary project as a proposal for academic literacy. Results: We found that, for most students participating in the research, the textual genres charged in the academy do not constitute difficulties, that is, they have reading and writing skills compatible with the genres worked in the academic scope. It is our wish that the results obtained by this research contribute, in a systematic way, to improve the work with academic literacy and also to stimulate teachers of higher education in exact sciences to develop practices that expand the reading and writing skills of students. Conclusion: At the end of this research work, we reiterate the importance of working on writing and reading in the academic environment in order to promote literacy. Finally, the measure evoked by the institution researched here, in this case Unifipmoc's interdisciplinary project, is an important tool for fostering academic literacy, but it is not enough.