LITERACY AND PROFESSORS’ PRACTICES: AN ANALYSIS OF LITERATURE
Keywords:
Professors’ Practices, Higher Education, LiteraciesAbstract
The aim of this study is to review Brazilian research on literacy practices for undergraduate professors. We reviewed SciELO and Portal de Periódicos CAPES. From 2013 to 2019, 20 articles were retrieved and fullfiled inclusion criteria. Studies’ main statements were interpreted using dialogical analysis of the discourse method. Few studies directly addressed the association between literacy practices and undergraduate professoral training in Brazilian higher education. Among these studies, there was a predominance of the procedural technical guidance method, which seeks to improve reading and writing practices in undergraduate courses, particularly for human sciences. The relevance of literacy while becoming a higher education professor in Brazil is discussed in light of previous international research. An interdisciplinary approach, guided by a discursive conception of language, may foster improvemtnes for professors’ practices from different areas of knowledge.
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