Letramento acadêmico na formação inicial do pedagogo:

Abstract

This thesis deals with literacy in an academic context in the light of the emerging paradigm from the perspective of interdisciplinarity. It answers the problem question: How do writing practices developed by students entering the Pedagogy course at UFMA/CCSST, favor academic literacy processes, considering the perspective of the emerging paradigm, under the view of interdisciplinarity? Its general objective is to analyze, from the perspective of the emerging paradigm, under the view of interdisciplinarity, how the writing practices developed by students, during the first two terms of the Pedagogy course at UFMA/CCSST, favor the

process of academic literacy. We chose as locus, the UFMA Pedagogy course, in Imperatriz- MA and as participants, ten students entering the course, in 2019. Research with a qualitative

approach, of the type case study, has as corpus for data generation: document analysis; open questionnaire; semi-structured interviews; and non-participant observation. As a theoretical reference, we resorted, among others, to the authors: Capra (2006a; 2006b); D'Ambrósio (2001); Fazenda (1992;1999; 2002; 2003; 2008; 2013; 2014; 2015); Freire (1977; 1989; 2000; 2005); Gusdorf (1976; 1983); Japiassu (1976; 2016); Kleiman (1995); Moraes (1996; 2008a; 2008b; 2011); Morin (1996a; 1996b; 2002; 2005; 2008); Petraglia (2001); Saints (2018); Soares (2004; 2014); Sommerman (2003; 2008); Street (2014); Tfouni (2002). Data processing was carried out through content analysis and, as a result, we highlight that students perceive their writing experiences in basic education to be insufficient to guarantee mastery of academic writing. They have difficulty dealing with autonomy; they seek security in the tutorship of teachers. Guidance with follow-up during the writing process and feedback was identified as the methodology that most favored the development of writing. The literacy experiences in the course converge to the autonomous model, they develop individual writing skills, emphasizing technical, normative aspects, comprehending that the student, by acquiring such knowledge, could engage in other literate contexts, regardless of the conventions that regulate writing in these contexts. Disciplining the curriculum strengthens fragmentation, making interdisciplinary cooperation and dialogue difficult. We confirm our thesis that the disciplinarization and hierarchization of limited linguistic knowledge, in basic education, to the Portuguese language that imposes its rules, are invalidated in the face of writing in higher education that needs to meet the different curricular components in different situations and/or events, mobilizing multiple knowledge.