Condições de leitura e de escrita de alunos do ensino superior: análise da produção de conhecimento e de visões de docentes

Abstract

This work is a research on reading and writing practices in academic contexts. It aims to analyze part of the production of knowledge published in national journals in the areas of Speech Therapy and Education about the reading and writing conditions of students who attend higher education focusing on (1) theoretical approaches adopted, (2) reading conditions that do not meet the demands of higher education, and (3) factors and determinants attributed to these conditions. Methodologically, it is based on an integrative review, framing itself as a qualitative research, whose corpus consists of 20 articles. The results, explored based on the content analysis methodology, point to two main theoretical directions of language: (1) language as code and (2) constitutive language of the subject, with the first predominating. As for reading conditions that do not meet the demands of the ES, understanding and interpretation were found to be probable, and the first was more repeated. As for writing, the manifestations were divided into: discursive, textual and normative, being respectively more mentioned in the works that were part of the present data collection. Unlike such a position, studies associate students' reading and writing difficulties with individual and inherent factors, such as lack of interest and attention. It can be inferred that the blame, manifested by students of ES, for such conditions are due to visions that in addition to situating the causes of academic success or failure in the subject, restrict the possibilities of critical and broad analysis about economic, political and educational aspects. involved in the restricted literacy conditions that a significant portion of the Brazilian population has, as well as students entering ES.