Interlocução entre letramento acadêmico e letramento digital: os efeitos das novas tecnologias nos hábitos de leitura e escrita
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2019-12-11
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Universidade Federal de Goiás
Resumo
This research aims at verifying how the course of Letras of UEG-Campus Cora Coralina is
performing the academic reading and writing activities, particularly in the production of
academic discursive/textual genres, in face of the development of Information and
Communication Technologies (ICT), thus contributing to discussions on academic and digital
literacy. To carry out the research, we used qualitative approach procedures, in order to
analyze the research object and seek to understand it in its totality in a reflective process.
The type of research is the case study, which seeks to examine a phenomenon in its real
context, in our research one of the Letras courses at UEG, so the context of our research
focuses on the university environment. The data collection, conducted in 2018, used three
instruments: documents from Letras Course UEG-Campus Cora Coralina (Political
Pedagogical Project, Regulation of Term Paper; Regulation of Internship, Resolution of
Complementary Activities and academic subjects’ programs); questionnaires and interviews
applied to students and teachers. For our discussion, we sought theoretical support in New
Literacy Studies (NEL), which focuses on reading and writing practices in social and cultural
contexts (LEA; STREET, 1998, 2014; STREET, 2014; GEE, 2015). We have also mobilized
the theoretical framework of Academic Literacy (FISCHER, 2007, 2008; MARINHO, 2010;
FIAD, 2011; LEA; STREET, 2014; STEPHANI; ALVES, 2017, among others) and digital
literacy (SOARES, 2002; XAVIER, 2007; GAMA, 2012; THEISEN, 2015; DUDENEY, HOCKLY;
PEGRUM, 2016, among others). The discussion about academic discursive/textual genres is
based on Bakhtin (2003), Sobral (2009), Marcuschi (2008, 2010), Souza and Bassetto
(2014), Rojo and Barbosa (2015), Fiorin (2017), among others. We conclude from the data
that the course documents align with the university's usual tripod: teaching, research and extension programs, highlighting its role as a knowledge producer through the production of
term paper or participation in academic programs such as PBIC, PIBIC or Pibid, which
represents a practice of academic literacy. The analysis of the questionnaires and interviews
reveals that if, on the one hand, the documents provide few actions that lead to digital
literacy, on the other hand, students and teachers have access to ICT, use them in their
daily life and for their academic purposes, being digital literates, at least as necessary for
their participation in the academy. We designate the moments when academic practices
meet digital practices as “digital-academic literacy events”. Finally, whether on the
computer, mobile phone or tablet, academy members are reading and writing the required
academic genres in the course in question, as well as using the internet to establish teacherstudent-student communication and access to academic practices.
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Citação
CARVALHO, Guido de Oliveira. Interlocução entre letramento acadêmico e letramento digital: os efeitos das novas tecnologias nos hábitos de leitura e escrita. 2019. 238 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2019.