Escrita acadêmica em cotexto de formação se professores do campo

Abstract

The general objective of this research was to comprehend the relationship between students and the academic writing in a group of the course Licenciatur a em Educação do Campo (LeCampo), FaE/UFMG, from 2008 to 2011. More specifically, the investigation tried to understand and discuss the production conditions of the texts written at the university; in what extent the course gives the students-teachers the opportunity to build and own a place in the academic community; and try to define the place and importance of the teaching -learning process in the academic writing in the course Licenciatura em Educação do Campo. In this regard, the analysis of two academic genres written by the students/subjects was posed: a memorial due to the fact that the genre appears at the beginning of the course, and at the end, in a new version, permitting the analysis of the process and the monograph which is, institutio nally, a highly valued academic genre in the undergraduate courses that demand it. The research made use of a qualitative approach under ethnographic perspective, emphasizing the direct observation of classes, interview with the students/subjects, analysis of official documents of the course and teaching materials especially created for the students, the description of the contexts that demanded the writing of the investigated texts, and other modes of social context analysis, in addition to the examination of the memorial and monograph corpus. Initially, the research dealt with the concepts of literacy/literacies and academic literacy/literacies based on Brazilian and foreigner works, as well as on Bakthins theories about textual genres, which also lays the foundation of this investigation. In order to place the object of the investigation, it was necessary to make a summary of the historical background and consolidation of the professionals specialization in rural education in Brazil, especially at the Federal University of Minas Gerais (UFMG), dealing more specifically with the structuring and characterization of the group of students that was monitored. Afterwards, the examination aimed at the description and problematization of the teaching practices and academic literacy, events that permeated students teaching development and scientific formation, based on the analysis of memorials and monographs. The analysis showed that the practices based on the Academic Literacy model, stated by Lea & Street (1998 ), are yet very discreet. Furthermore, there is still a strong tendency to favor the models of academic and socialization skills instead of practices that promote students' understanding of power relationships that are present in the university, considering that this understanding would allow a greater integration of academic literacy practices.