Academic Literacy and Teacher Education: Reading/Writing of the Genre Lesson Plan
This study presents a pedagogical experience focused on the teaching of reading/writing of the genre ‘lesson plan’ in the context of teacher education - Language Course. The work is based on the contributions of academic literacy studies (CARLINO, 2003, HYLAND, 2004; LEA; STREET, 2006; MARINHO, 2...
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| Formato: | article |
| Lenguaje: | EN ES FR IT PT |
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Universidade Estadual de Londrina
2021
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/e1acdc3f590d476da39fdefa8cc0f718 |
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| Sumario: | This study presents a pedagogical experience focused on the teaching of reading/writing of
the genre ‘lesson plan’ in the context of teacher education - Language Course. The work is
based on the contributions of academic literacy studies (CARLINO, 2003, HYLAND, 2004;
LEA; STREET, 2006; MARINHO, 2010, 2011), on approaches to textual genres affiliated
to the new rhetoric (BERKENKOTTER; HUCKIN, 1995; SWALES, 1998; BAZERMAN,
2005), and on the contributions of studies on teacher education from a critical perspective
(GIROUX, 1997; BORGES, 2002). The research is qualitative with a critical ethnographic
nature (THOMAS, 1993). The analysis is based on data generated in seminars developed
in the discipline Linguistics IV (Language Course/UFRN) from the perspective of the
ethnography of writing (DEVITT; REIFF; BAWARSHI, 2004), and in questionnaires applied
to undergraduate students of Language Course. The study points to the challenges and
possibilities of promoting the appropriation and proficiency in academic-professional genres,
highlighting the relevance of the ethnographic approach in this work. |
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