Discursive analysis of the perceptions of undergraduate students in Pedagogy about the construction of academic-scientific literacy

Abstract

Studies on academic literacy practices in higher education have shown that there is a conception that such processes manifest themselves in a complex way, both in writing and reading and in orality (MUSSIO, 2017; FIAD, 2011; MOTTA-ROTH, 2010; FISCHER, 2010), demanding a closer look at the forms of reception and production of academic-scientific texts. Given this scenario, our research objective was to investigate the perceptions of Pedagogy graduates from a state higher education institution in Minas Gerais about their experiences in academic-scientific literacy practices. As a methodology, we made an individual questionnaire for the freshmen in the course and the graduates of the last period, with 12 questions. For this work, we selected 4 discursive questions, which presented justifications and comments from undergraduate students about their experiences with this type of literacy. As an analysis methodology, we used the assumptions of Content Analysis (BARDIN, 2007). The results showed that there is a need for more in-depth mediation on the part of higher education professors, so that academic-scientific literacy practices are mobilized not only in sparse moments of the course or for specific groups, but become part of the academic culture in a way that more profitable and are truly taught.