Letramento acadêmico na formação inicial de professores: um estudo com concluintes do curso de Licenciatura em Letras do IEAA/UFAM

Abstract

In initial teacher education, reading and writing practices and, therefore, literacy, constitute components that underpin academic practices. In this context, Academic Literacy stands out, built upon the New Literacy Studies (NLS), understood as a situated social practice, shaped by historical, cultural, and identity dimensions, which problematize the process involving both mastery of the technical framework of writing and the appropriation of practices organized within the everyday activities of the university classroom. Considering the tensions between students’ prior experiences and the demands of higher education, especially in the context of the Language Teaching program at the Institute of Education, Agriculture and Environment (IEAA) of the Federal University of Amazonas (UFAM), this research aims to understand how graduating students develop Academic Literacy practices throughout their educational trajectory. The research was designed from a qualitative approach, using narrative interviews as a data collection technique, conducted with five participants. The study was grounded in Content Analysis, according to Bardin (2020), and the theoretical framework was based on Street (1984), Lea and Street (1998; 2014), Gee (1996), and Kleiman (1995; 2020), among other authors who discuss the topic. The results indicated that entry into university is marked by tensions and the need to adapt to new academic demands, highlighting a process of shift in reading and writing practices; along this path, students face difficulties related to standardization and positioning in writing, seeking different ways of appropriation to overcome them. In this context, formative experiences are shaped by challenges and processes of overcoming that contribute to the development of writing, while teaching mediation and peer interactions, together with participation in academic practices, foster the construction of authorship, indicating that Academic Literacy is configured as a continuous process of insertion, appropriation, and re-signification of academic practices.