文章基本信息

标题：Como as concepções docentes sobre leitura, escrita e seu papel no ensino de literacia acadêmica influenciam a sua atitude inclusiva
本地全文：下载
作者：Laura Colombo ; Mónica Prior
期刊名称：Ilha do Desterro
印刷版ISSN：0101-4846
电子版ISSN：2175-8026
出版年度：2016
卷号：69
期号：3
页码：115-124
语种：English
出版社：Universidade Federal de Santa Catarina
摘要：http://dx.doi.org/10.5007/2175-8026.2016v69n3p115 This study explored faculty conceptions about reading and writing, the student body, reasons for student low-performance as well as their declared teaching practices aimed at helping students to better understand readings and write academic texts. The objective was to understand what type of professors´ conceptions contributed with a more inclusive attitude towards first-year students. Content analysis from data gathered from in-depth interviews indicates that professors who acknowledged the complexity of the reading and writing processes tend to be more inclusive and to use reading and writing to teach and not just to evaluate. Those who taught writing courses tended to consider writing as a general skill, transferable to other contexts and spheres of knowledge. Less-inclusive teachers, explaining why they did not offer guidance or proposed remedial solutions, claimed that students should already have mastered academic reading and writing when entering the university and that teaching these skills implied being overprotective and not allowing them to mature.
关键词：University Teaching;Academic Literacies;First-year Students;Inclusive Attitudes;Ensino Universitário;Literacia Acadêmica;Alunos de Primeiro Ano;Atitudes Inclusivas