Práticas de leitura e escrita na universidade: percepções dos estudantes concludentes do Curso de Pedagogia Noturno da UFC frente à apropriação do letramento acadêmico

Abstract

The present work has as general objective to investigate the difficulties and the strategies traced by the students of the night pedagogy course at UFC in the process of appropriation of academic literacy. As specific objectives were listed: to understand the difficulties faced in the academic literacy process and to analyze the strategies to overcome these difficulties. To support this work and achieve these objectives, we used the studies of Soares (2009; 2020), Rojo (2012; 2013) and Lea and Street (2014) as the main theoretical contribution. Other authors and studies were also used, but less frequently. The methodology adopted, in turn, consisted of a qualitative approach with the application of a semi-structured interview to two students from the night pedagogy course at UFC who are in the last semester. After analyzing the data, we point out as main results the fact that the process of appropriation of the academic literacy of these students was quite arduous, passing through difficulties that involved both socioeconomic issues, which culminated in lack of time availability due to the intense work routine, as academic, involving difficulties related to the comprehension and critical analysis of texts studied in the academy. As overcoming strategies, in turn, we identified using time gaps in the routine, reading texts by commentators, maintaining perseverance and using teaching support. According to the interviewees, teaching support was essential for overcoming difficulties because, when we interact with more experienced peers in a given context, we are able to establish good exchanges, which significantly contributes to training.