O difícil é passar para o papel: uma análise sobre a escrita no Ensino Superior
Arquivos
Data
2022-02-22
Autores
Germani, Michelle Mariana [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
As dificuldades e os problemas de escrita não são novidades, e já atingiram as graduações. Diante desse quadro, surgiu-me a indagação: é possível que as dificuldades de escrita sejam minimizadas com conscientização sobre atitudes, posturas e concepções de linguagem e desenvolvimento de práticas de laboratório de redação para promoção de um letramento acadêmico em uma perspectiva sociocultural que reduza os problemas de ausência de escrita reflexiva e ausência de autoria? A pesquisa teve como objetivo geral refletir sobre a escrita no Ensino Superior em uma perspectiva sociocultural, considerando as técnicas de laboratório de redação na tentativa de atenuar os problemas relacionados à ausência de escrita reflexiva e de autoria. As abordagens teóricas que ampararam as reflexões revelam as estruturas de poder que perpassam o letramento acadêmico e demonstram a importância da apropriação de uma escrita reflexiva, despertando os estudantes para serem autores de seu discurso. Além disso, também é reforçada a relevância de conscientização da importância da linguagem, de forma mais específica, em sua modalidade escrita. Optei por uma abordagem multimetodológica de coleta de dados que se ampara na pesquisa qualitativa (levantamento de referencial teórico e aplicação de questionários), na pesquisa intervenção (elaboração e avaliação de um processo formativo - curso de extensão) e na pesquisa narrativa (encerramento do curso de extensão com uma entrevista narrativa). Tive como sujeitos da presente pesquisa os estudantes dos penúltimos e últimos anos de uma Instituição de Ensino Superior pública do interior paulista. Para a coleta de dados da primeira fase, propus como instrumento a aplicação de um questionário aos estudantes para conhecer seu perfil de leitura e de escrita e identificar as dificuldades de escrita. A partir dos resultados com os questionários, parti para a fase da intervenção, na qual elaborei um projeto de extensão universitária para conscientizar os estudantes sobre a importância da linguagem (em especial, a modalidade escrita) e desenvolver técnicas de laboratório de redação, trabalhando o letramento acadêmico em uma perspectiva sociocultural, focalizando as dificuldades apontadas pelos estudantes e outras que foram transparecendo ao longo das práticas de laboratório de redação. Ao final, realizei uma entrevista narrativa com os participantes concluintes da intervenção, com uma pergunta disparadora abordando o lugar da escrita ao longo da trajetória de vida e de formação, e o que significou participar da intervenção. Tive 218 questionários respondidos e 15 estudantes que concluíram a intervenção. Os resultados apontaram que os ingressantes do Ensino Superior, independentemente de terem vindo da escola pública ou particular, não dominam o letramento acadêmico, pois se trata de uma linguagem específica do meio universitário, não sendo aprendida nas etapas precedentes. Ainda, demonstrou que a intervenção foi capaz de atingir seus objetivos; porém, é uma ação paliativa, principalmente porque não possibilitou o enfrentamento de todos os problemas da superfície linguística que os estudantes possuem. Em um semestre, de forma isolada, é impossível sanar todas as dificuldades de escrita. Porém, foi extremamente satisfatório perceber que a relação com a escrita se modificou de maneira positiva para todos os estudantes, cada qual na sua realidade.
Difficulties and problems of writing are nothing new, and they have already reached graduations. Faced with this situation, the question arose: is it possible that writing difficulties are minimized with awareness of attitudes, postures and language conceptions and development of writing laboratory practices to promote academic literacy in a sociocultural perspective that reduces problems of absence of reflective writing and absence of authorship? The general objective of the research was to reflect on writing in Higher Education in a sociocultural perspective, considering the writing laboratory techniques in an attempt to mitigate the problems related to the absence of reflective writing and authorship. The theoretical approaches that supported the reflections reveal the power structures that permeate academic literacy and demonstrate the importance of the appropriation of reflective writing, awakening students to be authors of their discourse. In addition, the relevance of awareness of the importance of language, more specifically, in its written form is also reinforced. I opted for a multi-methodological approach to data collection that is supported by qualitative research (survey of theoretical framework and application of questionnaires), intervention research (preparation and evaluation of a training process - extension course) and narrative research (closure of the course extension with a narrative interview). The subjects of this research were students from the penultimate and final years of a public Higher Education Institution in the interior of São Paulo. For data collection in the first phase, I proposed as an instrument the application of a questionnaire to students to know their reading and writing profile and to identify writing difficulties. Based on the results of the questionnaires, I moved on to the intervention phase, in which I developed a university extension project to make students aware of the importance of language (in particular, the written modality) and to develop writing laboratory techniques, working on the academic literacy in a sociocultural perspective, focusing on the difficulties pointed out by the students and others that emerged during the writing laboratory practices. At the end, I conducted a narrative interview with the participants concluding the intervention, with a triggering question addressing the place of writing throughout their life and training trajectory, and what it meant to participate in the intervention. I had 218 questionnaires answered and 15 students who completed the intervention. The results showed that those entering Higher Education, regardless of whether they came from public or private schools, do not master academic literacy, as it is a language specific to the university environment, not being learned in the preceding stages. Furthermore, it demonstrated that the intervention was able to achieve its objectives; however, it is a palliative action, mainly because it did not make it possible to face all the problems of the linguistic surface that the students have. In one semester, in isolation, it is impossible to solve all writing difficulties. However, it was extremely satisfying to realize that the relationship with writing has changed in a positive way for all students, each one in their own reality.
Difficulties and problems of writing are nothing new, and they have already reached graduations. Faced with this situation, the question arose: is it possible that writing difficulties are minimized with awareness of attitudes, postures and language conceptions and development of writing laboratory practices to promote academic literacy in a sociocultural perspective that reduces problems of absence of reflective writing and absence of authorship? The general objective of the research was to reflect on writing in Higher Education in a sociocultural perspective, considering the writing laboratory techniques in an attempt to mitigate the problems related to the absence of reflective writing and authorship. The theoretical approaches that supported the reflections reveal the power structures that permeate academic literacy and demonstrate the importance of the appropriation of reflective writing, awakening students to be authors of their discourse. In addition, the relevance of awareness of the importance of language, more specifically, in its written form is also reinforced. I opted for a multi-methodological approach to data collection that is supported by qualitative research (survey of theoretical framework and application of questionnaires), intervention research (preparation and evaluation of a training process - extension course) and narrative research (closure of the course extension with a narrative interview). The subjects of this research were students from the penultimate and final years of a public Higher Education Institution in the interior of São Paulo. For data collection in the first phase, I proposed as an instrument the application of a questionnaire to students to know their reading and writing profile and to identify writing difficulties. Based on the results of the questionnaires, I moved on to the intervention phase, in which I developed a university extension project to make students aware of the importance of language (in particular, the written modality) and to develop writing laboratory techniques, working on the academic literacy in a sociocultural perspective, focusing on the difficulties pointed out by the students and others that emerged during the writing laboratory practices. At the end, I conducted a narrative interview with the participants concluding the intervention, with a triggering question addressing the place of writing throughout their life and training trajectory, and what it meant to participate in the intervention. I had 218 questionnaires answered and 15 students who completed the intervention. The results showed that those entering Higher Education, regardless of whether they came from public or private schools, do not master academic literacy, as it is a language specific to the university environment, not being learned in the preceding stages. Furthermore, it demonstrated that the intervention was able to achieve its objectives; however, it is a palliative action, mainly because it did not make it possible to face all the problems of the linguistic surface that the students have. In one semester, in isolation, it is impossible to solve all writing difficulties. However, it was extremely satisfying to realize that the relationship with writing has changed in a positive way for all students, each one in their own reality.
Descrição
Palavras-chave
Letramento acadêmico, Escrita no Ensino Superior, Laboratório de texto, Discurso de autoria, Escrita reflexiva, Academic literacy, Writing in Higher Education, Text lab, Author speech, Reflective writing