CONTEMPORARY ACADEMIC LITERACY PRACTICES IN UNIVERSITY EDUCATION: AN APPROACH FOCUSED ON LEARNERS

• Grant number: 25/07202-5
• Support Opportunities: Scholarships in Brazil - Doctorate
• Start date: June 01, 2025
• End date: February 28, 2029
• Field of knowledge: Linguistics, Literature and Arts - Linguistics - Applied Linguistics
• Principal Investigator: Fabiana Cristina Komesu
• Grantee: Fabrício José da Silva
• Host Institution: Instituto de Biociências, Letras e Ciências Exatas (IBILCE). Universidade Estadual Paulista (UNESP). Campus de São José do Rio Preto. São José do Rio Preto , SP, Brazil
• Associated research grant: 22/05908-0 - University learners in contemporary practices of scientific and academic literacy for the training of teachers an globalized researchers, AP.TEM

Abstract

This research project is affiliated with the perspective of academic literacy studies. Its mainobjective is to investigate, in syllabi of courses from different fields of knowledge at a publicuniversity in the state of São Paulo, literacy events associated with so-called content and teachingmethodologies, considering the social literacy practices involved in the academic formation of thesestudents. This main objective unfolds into other, specific ones: (i) based on a descriptive andquantitative survey, to map the main academic-scientific literacy events associated with notions of reading and writing proposed in academic training courses across different broad areas ofknowledge, taking into account theoretical foundations, methodologies, and modes of studentevaluation; (ii) to investigate the notion(s) of text and, consequently, social practices of reading and writing presented in different academic training courses, considering the social values associated with certain models of academic literacy; and (iii) to investigate the notion(s) of subject emerging from these events and social literacy practices, considering the professional profiles projected in a web of institutional expectations between university and society. The underlying hypothesis of this research is that academic-scientific literacy practices embedded in course syllabi are predominantly shaped by institutional models that emphasize content transmission over social literacy practices that acknowledge the heterogeneity of subjects, contexts, and formative aims. Such an orientationfosters the development of student and professional profiles aligned with institutional expectations, while marginalizing broader social demands and the educational trajectories envisioned by university learners. (AU)