Acessibilidade e letramento: práticas com alunos na universidade

Abstract

Introduction: Higher Education (ES) is the highest level of education in contemporary society, and in such a level of education, autonomy and the ability to develop a more critical reflective thinking, are, or should be, the main objectives to be worked on by Higher Education Institutions (HEIs). At the outset, there is a question in this regard, that is, how to develop autonomy and more critical thinking without the necessary conditions for reading and writing? From this question, the importance of the discussion about the literacy conditions of the Brazilian population, especially the students who attend ES, is highlighted. Objective: To discuss the relationship between higher education students and academic literacy. For this purpose, this work was divided into two articles. Conclusion: it can be concluded that many students, when arriving at ES face a reality that can cause suffering, insecurities and blame, especially with regard to the use of written language in this environment, which hinders their processes of appropriation of the genres that circulate in the university environment. To deal with such suffering, HEIs have a fundamental role in promoting significant actions on academic literacy. In this dissertation, it was evident that in order to deal with literacy conditions in Higher Education, longitudinal works are necessary based on significant actions on and with language, which make it possible to redefine students' reading and writing conditions. It is noteworthy that such works can be thought of from Language Workshops in order to create spaces for (re) siginifications of such practices. In addition, it is up to the university and all the actors involved with it to guarantee the entry, permanence and accessibility of students at this level of education.