Da necessidade de uma intermediação sensível: reflexões sobre letramento acadêmico em um contexto de Educação a Distancia do IFAL

• Ano de defesa: 2019
• Autor(a) principal: Lima, Antonio Carlos Santos de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Letras e Linguística; UFAL
• Palavras-chave em Português: Formação inicial do professor; Letramento; Educação a distância; Interação professor-aluno; Initial Teacher Formation; Academic Literacy; Distance Learning; Sensitive Intermediation; Teacher-student interaction; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/6169

This study aims to analyze the textual production process as well as the academic literacy apprehension (FISCHER, 2007a, 2007b, 2008; FIAD, 2011, 2013, MARINHO, 2009, 2010, SANTOS, 2007, 2015, LEA, STREET, 1998, LILLIS, 1999 and ZAVALLA, 2010) in a distance learning Teaching Degree Course in Language - Portuguese- from the Federal Institute of Alagoas (IFAL), in the light of Applied Linguistics (MOITA LOPES, 2006). In order to carry out this study, we used a qualitative research approach (CHIZZOTI, 1998, 2008), which context was a group of Teaching Degree graduates from the Federal Institute of Alagoas distance learning polo, located in the backwoods in Alagoas. In this context, we analyzed written productions of the graduates, from teacher and tutor’s guidelines and feedback, in face-to-face interactive meetings and in online discussion forums. During the analysis, we found out that graduates, teachers in initial formation, although they have already appropriated written language, they presented gaps in certain respects to academic productions, such as: textual production without evidence of concepts in base texts appropriation , absence of linguistic-discursive elements inherent in the genres produced from the teacher's request, and evidence of difficulties in the domain of formal aspects of language present in retextualization processes. We conclude that these gaps could be minimized through a sensitive intermediation of teachers and / or tutor. We believe that in the process of subjects formation who Will act in teaching, we cannot do it without responsive interlocutions so that the graduates’ constitution, prospective teachers, happens in a way intrinsically linked to the real needs of the situated reading and writing practices in which these students will act.