LITERACY AND PROFESSORS’ PRACTICES: AN ANALYSIS OF LITERATURE

Authors

Keywords:

Professors’ Practices, Higher Education, Literacies

Abstract

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.

Downloads

Download data is not yet available.

Author Biographies

Adriane Alves da Silva, UFPR

Master in Education from UFPR (2014) and doctoral student in the Psychological Processes in Educational Contexts Line by the same institution. Specialization in Higher Education Methodology at UNIFACEAR (2012) and Graduation in Letters at UFPR (2008). She works as a teacher in the initial grades of Elementary Education at the Municipal Education Network of Curitiba and as a teacher of higher education at UNIFACEAR.

 

Professor Miriam Pan, PhD, Universidade Federal do Paraná

PhD in Language at Universidade Federal do Paraná; Postdoctoral Internship in Educational Policies in higher education at the University of Texas at Austin. Professor of the Graduate Program in Education and the Graduate Program in Psychology at the Universidade Federal do Paraná.

Downloads

Published

2022-07-06

How to Cite

Alves da Silva, A., & Aparecida Graciano de Souza Pan, M. . (2022). LITERACY AND PROFESSORS’ PRACTICES: AN ANALYSIS OF LITERATURE. Educação Em Revista, 38. Retrieved from https://periodicos.ufmg.br/index.php/edrevista/article/view/26784

Issue

Vol. 38 (2022)

Section

Artigos

License

Copyright (c) 2022 Educação em Revista

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

All contents of the publication, except where otherwise noted, is licensed under a Creative Commons license of type BY attribution. This license allows others to distribute, remix, adapt and create from work published in Educação em Revista, even for commercial purposes, as long as they give it due credit for the original creation. If the author is responsible for remixing or adapting, he should send a message to the editorial department of Educação em Revista informing such a situation with proof of the credit attribution of the original publication.