<b>Language’s uses within literate subjects’ construction: relations between educational and academic domains</b> - doi: 10.4025/actascilangcult.v32i2.9257

Abstract

The main goal of this text is to characterize Brazilian Humanities students’ uses and roles of language in educational practices before entering in Higher Education in relation to academic literacy practices. The data are collected by means of interviews to students as well as observation of the literacy practices of a curricular discipline. The reason of this type of ethnographic research is better understood by the explanations about “difficulties” and doubts that students demonstrate in reading and writing in academic literacy practices. The theoretical framing referring to the dialogical language perspective and to sociocultural approaches of literacy support data analysis. The selected data from a wider research about literacies in Higher Education indicate that there was an intensive work with metalinguistic, not reflecting the use of the language; characterizing more linear type of reading and not using social language for the proposed texts´ production. These data characterize (des)continuities within students’ roles during this graduation course classes. Nevertheless, there are evidences of others/new ways of re-mediation into academic literacy practices. Consequently, it is shown singular literacies among teachers in preparation studies