Letramento acadêmico e estratégias de aprendizagem: linguagem e discurso na formação dos alunos de Direito na Faculdade de Direito da Universidade 11 de Novembro, Cabinda - Angola

Abstract

The theme "Academic Literacy and learning strategies" research seeks to investigate the practices of academic literacy course in Law, Faculty of Law, University November 11 FDUON through discourse analysis of students of the 3rd year, ie in the sense of unravel the learning strategies developed by these students, given their training objectives. In other words, the practices of reading and writing that fill the field of law, with its own specificities and complexities in linguistic and epistemic terms, our research seeks, among other things, to understand the strategies of learning undertaken by students FDUON understanding of legal texts. The research in question claims of theoretical contributions arising mainly from discourse theories and studies on academic literacy, so the questionnaire and the focus group are the instruments to collect data on the same poll. Around the work, we can see that the course of law, as it brings the legal FDUON of student learning is presented as a context of constructing subjectivity of these same subjects, a process that takes place through language ; one can also see that the epistemological issues and the language system of law significantly interfere in the legal literacy of students FDUON process, so that fact, coupled with the scarcity and other problems inherent in the bibliography; the lack of a teaching methodology that consecrate more practice; and limitations noted by some teachers FDUON in the performance of their teaching duties, has provided the difficulties of inserting these subjects around the law school. On the other, around the work, we can see that the Law taught students of FDUON appears more Eurocentric and less geared to the realities that characterize the African culture of these subjects. Given these circumstances they experience before law school, these individuals resort to multiple learning strategies, ie in the sense of taking the same course. These strategies are, first, reading and, secondly, the use and handling of legislative codes, as one can also notice around the work.