Letramento e ensino superior: visão de alunos acerca da leitura e escrita de textos pertencentes ao gênero acadêmico

Abstract

In recent years, an increase in admissions to Higher Education (HE) has been noted and, with it, difficulties in the restricted conditions of reading and writing texts belonging to Academic Genres (AG). Given this scenario, studies have increased in the fields of speech therapy, education, among others, with the aim of understanding how the problems faced by these students can be overcome. It is necessary to clarify that this dissertation was organized from two scientific articles, one that aims to analyze the view of speech therapy students regarding difficulties related to reading and writing texts belonging to AG; and the second article analyzes views of undergraduate and graduate students about their reading and writing conditions before and after participating in a Literacy Workshop developed in the context of HE. From article I it was possible to verify that the students' answers about reading difficulties, 31.3% of the undergraduate students state that they are technical/scientific terms, 16.7% refer to understanding and interpreting texts, 13.5% refer to the need for re-reading. Regarding writing difficulties, 53.3% reported difficulties in constructing texts with meaning and/or meaning; 9.3% attribute it to technical/scientific terms, 5.3% refer to normative/grammatical aspects. Regarding the causes of reading difficulties, 15.9% refer to lack of contact with the AG; 15.2% report on characteristics specific to AG and 13.2% argue individual aspects inherent to the subject. While the causes of writing difficulties are 18% related to lack of or little practice with writing; 8.2% to individual aspects inherent to the subject and 8.2% to the gap arising from basic education. It is still possible to state that the difficulties mentioned, and possible causes, by the participants are due to the fact that in Basic Education reading and writing practices were used in a mechanical and decontextualized way, without considering, therefore, the use of the language in contexts social issues, thus making it impossible for the student to arrive at HE prepared for critical reading and writing of texts belonging to AG. With regard to article II, the objective was to analyze the speeches of undergraduate and graduate students about their reading and writing conditions before and after participating in a Literacy Workshop developed in the context of HE based on categories that emerged of the answers provided: Discursive Genre, Authorship and Responsive Position. Data were collected through an online interview/videoconference on scheduled dates and times, using the Zoom platform lasting approximately 40 minutes. From the answers provided by the participants, it was possible to highlight the predominance of a restricted and negative view towards them when entering HE. From the Workshop onwards, changes can be seen in relation to the participants' position in relation to their ways of reading and writing: from incapable, to authors. To this extent, they began to understand that when reading and writing they began to put themselves in dialogue with the positions of the authors-interlocutors and to assume evaluative positions in relation to the texts/discourses produced by the authors. The result of the analyzes carried out shows a tendency for a reduction in the insecurities and suffering of these students when faced with texts belonging to academic genres (GA).