Academic literacy laboratories and teacher education: contributions to the development of teachers, tutors and students

• Grant number: 22/05993-7
• Support Opportunities: Regular Research Grants
• Start date: November 01, 2023
• End date: October 31, 2025
• Field of knowledge: Linguistics, Literature and Arts - Linguistics - Applied Linguistics
• Principal Investigator: Eliane Gouvêa Lousada
• Grantee: Eliane Gouvêa Lousada
• Host Institution: Faculdade de Filosofia, Letras e Ciências Humanas (FFLCH). Universidade de São Paulo (USP). São Paulo , SP, Brazil
• Associated researchers: Adriana Zavaglia ; Anise de Abreu Goncalves D'Orange Ferreira ; Frédéric Saussez ; Luzia Bueno ; Olivier Dezutter

Abstract

Academic literacy laboratories (or Writing Centers) have been increasing every year in Brazil, however they are still restricted to being seen as a space for service and improvement of undergraduate and graduate students in relation to academic textual genres. Despite this growth, initiatives to educate teachers and tutors for academic literacy are still scarce, which is a contradiction, since these laboratories also seem to have the potential to be a space for education of teachers and tutors who will work with literacy in the future. academic, through the teaching of textual genres of the scientific sphere, in different contexts. Considering this hypothesis, this research project aims to investigate the literacy laboratory as a space for educating students regarding the development of competences in academic literacy and as a space for educating both tutors to work in laboratories and future teachers who may have, thus, more tools to work with their own students. For this, actions in literacy laboratories will be proposed and investigated, such as the production of materials for the education of students and teachers to support the development of competences in academic literacy as well as teacher education actions and their analysis. The research will be developed by a team of researchers from complementary areas from four universities, from Brazil and Canada, two of which are public (USP and UNESP), one private (USF) and one foreign (University of Sherbrooke). Vygotsky's social interactionist perspective will guide intervention actions and data analysis, in constant dialogue with studies on academic literacy, didactics of Geneva-based languages, teaching textual genres from the perspective of Sociodiscursive Interactionism and teacher training in the approach to Activity Clinic and Activity Ergonomics. Conducting this research can help the country to advance in terms of the competencies of the Curriculum Guidelines for Teacher Training and even those of the National Common Curricular Base and, in this way, achieve the development of SDG 4, of quality education for all. (AU)