Letramento acadêmico: reflexões sobre a produção de gêneros acadêmicos por estudantes indígenas em uma licenciatura em Educação do Campo

Abstract

In this monograph, we analyze the difficulties related to the writing of academic genres by indigenous students of the Higher Degree Courses in Rural Education: Arts and Music, by Federal University of Tocantins (UFT), Campus de Tocantinópolis, seeking to discuss academic writing from the way that indigenous students see the academic genres, as well as their main difficulties when producing texts of these genres. The study is anchored in literary theories, more specifically in the perspective of academic writing (MARINHO, 2010; ZAVALA, 2010; LEA; STREET, 2014). Considering that the number of researches whose scope is the academic writing is still reduced, the development of research may help to understand the real difficulties of indigenous university students with regard to the production of academic genres, and may suggest actions or proposals capable of giving subsidies to these students in the university, so that they can improve the reading and writing abilities of the different academic genres. It is a field research, with a qualitative-interpretative approach. The data of the study are made up of interviews and semi-structured questionnaires with 09 (nine) indigenous students, of the 6th period of the focused course, as well as copies of the genre of creative process produced by the indigenous collaborators of the research in the discipline of Integrative Seminar II, in the year 2016/2, when the class was studying the 2nd period. The results of the investigation pointed out that one of the main difficulties encountered by the indigenous students in the space of the academy is the use of the Portuguese Language, both the written and spoken forms, and so they use the popular variety in writing. The teacher-advisor has a fundamental role in the construction / development of students‟ academic life, since it ends up being responsible for the empowerment and direction of the student's education. Therefore, the work developed involving the production of the academic genre analyzed using the method "writing as work" (MENEGASSI, 2003) it can be affirmed that the teacher-advisor becomes a literacy agent. The results also help to suggest actions that can help indigenous people both in the production of written and oral genres, contributing to the permanence of the indigenous students in the university.