O letramento acadêmico e a formação inicial de professores no Curso de Letras: um estudo documental com foco nas abordagens de escrita

• Ano de defesa: 2022
• Autor(a) principal: Capelin, Pamela Tais Clein
• Orientador(a): Costa-Hübes, Terezinha da Conceição
• Banca de defesa: Costa-Hübes, Terezinha da Conceição , Jung, Neiva Maria , Kraemer, Márcia Adriana Dias , Torrentes, Greice da Silva Castela
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Cascavel
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras
• Departamento: Centro de Educação, Comunicação e Artes
• País: Brasil
• Palavras-chave em Português: Formação Inicial de Professores; Abordagens de Escrita; Letramento Acadêmico
• Palavras-chave em Inglês: Initial Teacher Training; Writing Approaches; Academic Literacy
• Área do conhecimento CNPq: Linguagem e Sociedade
• Link de acesso: https://tede.unioeste.br/handle/tede/5988

In this research, the proposed study theme is focused on academic literacy and initial teacher training, it is delimited in the perspective of establishing a relationship with the writing approaches (LEA; STREET, 2014) proposed by the Pedagogical Political Project and the 2019 Teaching Plans in the Portuguese Language (PL) area of the Language Arts Course (Portuguese/Spanish, Portuguese/English and Portuguese/Italian) of the Western Parana State University – Unioeste – Cascavel/PR Campus. Based on the theme, it is intended to answer the following research question: What are the writing approaches which underlie the PPP and the 2019 Teaching Plans, in the PL area, of the Unioeste Language Arts Course - Cascavel/PR Campus? Searching for an answer to this question, it was set out as a general objective: to reflect on academic literacy in the teachers initial training of the Language Arts Course, paying attention to the writing approaches that underlie the PPP and the Plans of Teaching of the subjects in the PL area. The research is justified by focusing on literacies in writing practices at the university, specifically in the Language Arts Course, as they involve the initial training of the future Portuguese language teachers who, later, will be capable of working in the school sphere with written textual productions. Theoretically, this research is New Literacy Studies (NEL), inserting the reflections in the field of Applied Linguistics (AL). Methodologically, we guided this research by the qualitativeinterpretivist paradigm, with explanatory purposes. The investigation is carried out through indirect documentation: bibliographic research (technical literature that involves the theoretical aspects of contemporary studies on the NEL) and documentary: Pedagogical Political Project (PPP) and the Teaching Plans of subjects in the PL area (UNIOESTE, 2015). The results show that among the subjects analyzed, Reading and Text Production is the one with the greatest emphasis on written productions. In general, the three approaches with a focus on writing proposed by Lea and Street (2014) – model of study skills, model of academic socialization and model of academic literacies (LEA; STREET, 2014) – underlie, albeit implicitly, to the PPP and the Teaching Plans of the year 2019, in the PL area, of the Unioeste Language Arts Course - Cascavel/PR Campus.