Letramentos acadêmicos e o bacharelado interdisciplinar em ciência e tecnologia da UNIFAL-MG: cooperação e embates

Abstract

This study aims to compare the literacy practices developed in a course of Interdisciplinary Science and Technology program at UNIFAL-MG with the academic literacy models recommended by Lea and Street (1998, 2014). The study skills model focuses on the superficial aspects of the form of reading and writing as individual skills to be developed by the students; in the academic socialization model the task of the teacher is the acculturation of the student in the speeches and privileged genres in the academy, to meet the demands of this sphere; in academic literacies model the purpose is unveiling the relations of meaning power and authority to form an autonomous and emancipated subject. To elucidate the concepts of literacy within this academic context, we used the theoretical contributions aligned with the concept of literacy as an essentially social phenomenon, especially those aligned with the New Literacy Studies - NLS - bringing light to the concept academic literacies, which still little explored by the academy. Among others, we used the works of Street (1984, 2003, 2013, 2014), Léa and Street (1998, 2014), Gee (1996, 1998, 2004), Barton (1994), Barton and Hamilton (2004), Kleiman (1995), Terzi (2003), Tôrres (2007, 2009, 2010), Fiad (2011, 2015) and Marinho (2010). We developed a qualitative research of ethnographic profile, using, as instruments of data collection, semi-structured interviews, autobiographical reports and participant observation, besides written productions of students and professor, specified as informants in this investigation. In the analysis of literacy practices sanctioned in the context there was an oscillation between study skills model and academic socialization model, in addition to a distancing of these practices from the model of academic literacies. Thus, according to the data collected, the training of these students is based on models that promote their emancipation for activities that are limited to the spaces of the university and that do not delve into issues of power and authority interweaved, implicitly, in these same practices. By unveiling and understanding them, they would become subjects with full and unrestricted emancipation, being able to transfer the knowledge acquired to other spheres of his life outside the university.