Ações do Laboratório de Letramento Acadêmico da USP: promovendo a escrita acadêmica na graduação e na pós-graduação

Abstract

ResumoA internacionalização crescente das universidades brasileiras (MOROSINI, 2011;SILVA; LOUSADA,2014) impõe para a comunidade acadêmica do país novas demandas linguísticas, não somente leitura, mas também a comunicação efetiva de forma oral e escrita no discurso acadêmico em pelo menos duas línguas -a materna e a estrangeira (sobretudo o inglês). Entretanto, condições materiais para o atendimento dessas demandas são praticamente inexistentes nas instituições de ensino superior brasileiras (FERREIRA, 2015). O objetivo deste artigo é expor um projeto em andamento, ou seja, uma ação que visa atender a uma dessas demandas impostas pela internacionalização -a socialização por meio da escrita acadêmica em inglês, francês e português, não somente para ins de leitura e assimilação de conteúdo, mas sobretudo para a publicação nessas línguas. Essa ação é empreendida pelo Laboratório de Letramento Acadêmico da Universidade de São Paulo. Palavras-chave: Laboratório de Letramento Acadêmico; Letramento Acadêmico; Escrita Acadêmica; Internacionalização. ACTIONS OF THE ACADEMIC LITERACY LABORATORY OF THE UNIVERSITY OF SÃO PAULO: PROMOTING ACADEMIC WRITING IN THE UNDERGRADUATE AND GRADUATE PROGRAMSAbstract he increasing internationalization of Brazilian universities requires its academic community not only to read, but also to communicate efectively in academic discourse in at least two languages -the mother tongue and a foreign language (mainly English). However, material conditions for meeting these demands are practically nonexistent in Brazilian higher education institutions (FERREIRA, 2015). he purpose of this article is to describe an action that aims to meet one of these demands imposed by internationalization -the socialization of academic production in English, French and Portuguese not only for reading purposes and assimilation of content, but above all for publication in these languages. his action is undertaken by the Academic Literacy Laboratory at the University of São Paulo.

Academic writing in higher education: focusing on courses of graduate programs of a public Brazilian university

“…As the studies presented show, there seems to be a consensus in the area regarding the various obstacles academic writing still faces in Latin America (CARLINO, 2013;TAPIA-LADINO et al, 2016) and Brazil (BORK et al, 2014;VIEIRA, 2016;FERREIRA;LOUSADA, 2016). This study, therefore, aims at contributing to this diagnosis with the ultimate goal of supporting and grounding future actions and changes in the academic writing context.…”

“…The Lab focuses on graduate and undergraduate students of the university and offers academic writing tutorials, lectures and workshops, consulting, extension courses, and an area of study and reflection on academic literacy. As Ferreira and Lousada (2016) affirm, although the project still faces many challenges, its creation can contribute to the training of students and teachers, promoting the integration of different disciplines.…”

“…According to Castro, Hernandez and Sanchez (2010), the academic context is unique involving specific practices. Therefore, students entering that community are required to learn the specific genres to act and respond to that social situation: the academic context (MARINKOVICH et al, 2016;FERREIRA;LOUSADA, 2016;VIEIRA, 2016).…”

“…More specifically, it is acknowledged that a stronger systematic scholarly interest in reading and writing at Higher Educational level started at the beginning of the 2000s (TAPIA-LADINO et al, 2016). Such interest is originated from the recognition that when entering the university context, students are required to possess a different kind of knowledge -the specialized one -which was not covered by initial literacy acquired during elementary and secondary school (MARINKOVICH et al, 2016;FERREIRA;LOUSADA, 2016;VIEIRA, 2016). Consequently, students need to learn new writing strategies to successfully participate in this higher education context.…”

“…Bearing in mind this need for appropriation of a new genre in the academic context, many authors refer to a research area named academic literacy (CARLINO, 2005;MARINKOVICH ET AL., 2016;FERREIRA;LOUSADA, 2016), also called writing studies in Higher Education by other authors (BAZERMAN et al, 2016;NAVARRO et al, 2016). Nourished by multiple theoretical-methodological traditions -discourse studies, applied linguistics, psychology, education sciences, and specific didactics -, this approach seeks to better understand the development and impact of studies on reading and writing in higher education (NAVARRO et al, in press).…”