Leitura e escrita acadêmica em projetos pedagógicos de curso: uma análise de cursos de formação de professores

Abstract

This work seeks to develop discussions around reading and writing within the scope of higher education, presenting different conceptions about these practices, as well as the different purposes attributed to them, aiming, from this, to identify the presence of these approaches in the proposals presented in the Projects Course Pedagogical, the way in which these approaches are inserted in some undergraduate courses and what this implies about the training offered by these courses. For this, three courses were selected from the same university, but from different campuses, from which we analyzed the Pedagogical Course Projects (PPC), and within these documents we sought to analyze, mainly, the syllabi of the disciplines that suggested direct work with reading and the production of texts, the analysis encompasses the themes suggested in the syllabi and, above all, the theoretical framework presented, in an attempt to identify the approaches present in the concepts presented by the referenced texts. As a theoretical support for the analyzes and discussions, we present the contributions of Coracini (1995), who discusses different concepts that permeate reading and writing practices; Barzotto (2014) who presents a conception of reading and, mainly, writing based on the purpose of producing knowledge, de emphasizing these practices that are often limited to pre-established models; Chauí (2001) who discusses the role of the university as a social institution in the production of scientific knowledge based on the research it produces. The analysis of the subject syllabuses, including the theoretical framework defined as the basis for the discussions, allowed us to reach the conclusion that in the degree courses that are part of this research, teacher training is based not only on the professional aspect, but also on training for the research, the discussions presented in the form of the theoretical framework lead us to believe that the training offered by these courses aims to contribute to the advancement of research in the educational sphere, also aiming to improve teaching practice based on an active role of the teacher who, by In turn, it promotes, in addition to teaching, the development of education from a new perspective on pedagogical practice.