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University learners in contemporary practices of scientific and academic literacy for the training of teachers an globalized researchers

Grant number: 22/05908-0
Support Opportunities:Research Projects - Thematic Grants
Duration: February 01, 2023 - January 31, 2028
Field of knowledge:Linguistics, Literature and Arts - Linguistics - Applied Linguistics
Principal Investigator:Ines Signorini
Grantee:Ines Signorini
Host Institution: Instituto de Estudos da Linguagem (IEL). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil
Pesquisadores principais:
Fabiana Cristina Komesu ; Manoel Luiz Gonçalves Corrêa
Associated researchers: Adriana Fischer ; Ana Sofia Reis de Castro e Pinho ; Anderson Carnin ; Anna Christina Bentes ; Arnalda Dobric ; Aryane Santos Nogueira ; Caroline Scheepers ; Cédric Fluckiger ; Cynthia Agra de Brito Neves ; Daniela Nogueira de Moraes Garcia ; Emerson de Pietri ; Johannes Angermuller ; José António Brandão Soares de Carvalho ; Juliana Alves Assis ; Kennedy Cabral Nobre ; Lúcia Regiane Lopes-Damasio ; Luciana Salazar Salgado ; Luciani Ester Tenani ; Otilia Costa e Sousa ; Paula Tavares Pinto ; Peter Crosthwaite ; Petrilson Alan Pinheiro da Silva ; Renata Palumbo ; Rodrigo Esteves de Lima Lopes ; Sandra Mari Kaneko Marques ; Sílvia Lima Gonçalves Araújo ; Tiane Donahue ; Vívian Cristina Rio Stella


The main objective of this thematic project is to identify, describe and analyze evidence of types and degrees of involvement and non-involvement of students in synchronous and asynchronous teaching/learning processes that constitute scientific-academic literacy practices in verbal language (mother, foreigner and second language) and audiovisual languages considered crucial for the training of researchers and teachers of basic education in three public universities in the State of São Paulo (Unicamp, USP-SP and Unesp-SJRP). These universities are engaged in concomitant policies of social inclusion, equity and internationalization. The project will shed light on two pressing issues raised by these policies: the contemporary heterogeneity of students when faced with institutional demands and resources; the role of agency and student autonomy in the teaching/learning processes studied. Therefore, it mobilizes and articulates knowledge about critical reflexivity (of a metacognitive, metalinguistic, metapragmatic and metadiscursive nature) and transforming action in the practices of students and teachers involving cultural, pragmatic-discursive and socio-semiotic diversity. To this end, the proposal gathers and articulates knowledge produced in the areas of Linguistics, Applied Linguistics and Education. (AU)

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