O ensino de leitura voltado a universitários indígenas: análise de uma unidade didática à luz dos Estudos de Letramento Acadêmico

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaperJournal articleResearchpeer-review

DOI

  • Camila Dilli
  • Bruna Morelo, Guangdong University of Foreign Studies, China
  • Margarete Schlatter, Federal University of Rio Grande do Sul, Brazil
The goal of this paper is to present a lesson plan on abstracts and to analyze how the tasks implement pedagogical principles and guidelines based on the Academic Literacy Studies (LEA; STREET, 1998, 2006; LILLIS, 2001). The didactic material was developed for a course in the scope of Affirmative Actions in a Brazilian federal university, a pedagogical action in the area of language aiming to support the permanency of indigenous students until graduation. Based on the perspective of the Academic Literacy Studies and on pedagogical guidelines that focus on social practices (RGS, 2009), we synthesize principles to guide course design and propose guidelines for creating reading tasks. Next we analyze how these guidelines were put into practice in the didactic material. Finally, we highlight some contributions of the pedagogical proposal to facing the challenges posed by the implementation of policies that support the expansion of the participation of minority groups in higher education.
Original languagePortuguese
JournalRevista Linguagem & Ensino
Volume22
Issue3
Pages (from-to)666-688
Number of pages23
ISSN1983-2400
DOIs
Publication statusPublished - Sep 2019

    Research areas

  • Academic literacy, Affirmative actions, Indigenous students, Didactic material

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