IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia




Although reading and writing are essential practices to foster learning and disseminate culture, they have been the subject of recurring debate and criticism in Brazil, not only as a result of low rates achieved in education statistics, but also because of the significant weaknesses faced by citizens in the exercise of social practices mediated by written texts. Despite the existing paradigm of universal basic education in Brazil, it is clear that the mere association of formal education with reading and writing does not ensure full mastery of such skills, which is crucial if citizens are to fully perform their roles as social protagonists. Given the above-mentioned context, the debate on literacy has gained increased relevance ever since it started spreading in the academic environment in the 1980s, when it approached the idea of functional literacy. It has gradually extended to all educational settings, from early childhood education programs to both graduate and undergraduate programs. This study particularly focuses on literacy in undergraduate programs, and aims to analyze the linguistic features of texts produced by undergraduate students by identifying the strategies revealed in observable socio-cognitive criteria of textuality on the textual surface. Hence this study drew upon the following theoretical references: the scenario of higher education in contemporary society, its perplexities and challenges; the concept of reflexivity in teacher education, coupled with cognitive strategies related to metacognition and metalanguage; the socio-cultural approach to literacies, as well as specificities of academic literacies; text linguistics from the knowledge-based socio-interactional perspective, focusing on the textuality mechanisms of written texts; finally, studies on social cognitive text processing. This study takes a quali-quantitative and interdisciplinary approach to reveal recurring linguistic features in texts written by students majoring in Pedagogy at the Catholic University of Pelotas, Brazil. Their texts were produced during an event on academic literacy coordinated by this researcher in 2011 and later analyzed for linguistic evidence of textuality - particularly the rates of cohesion and coherence, which were verifiable in the communicative modalities of these students, in accordance with their intended use. The analysis showed the prevalence of cognitive strategies related to the linguistic structure of colloquiality. There was little impact of metalinguistic mechanisms connected to self-reflexivity, hence compositional structures which are typical of beginning writers were highly observed, with little occurrence of strategies such as textual self-monitoring and overt concern with interlocutors understanding, to the detriment of textual coherence development. This research expects to contribute to the processes of continuing teacher education and academic-pedagogic planning within teaching institutions. It also aims to contribute to future studies in the areas of university pedagogy, academic literacy, teacher education or other specific approaches that may rely on similar objects of study and/or the methodological framework adopted by the present study


letramento acadêmico reflexividade docente textualidade sociocognição linguistica aplicada academic literacy teacher reflexivity textuality social cognition

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