Academic literacy and training of researchers/teachers in the Language area

Abstract

Considering the need for a training focused on research and reflection on practice, in a dialectical sense, we highlight the importance of the academic literacy in the university and professional life of the stuedents. However, this literacy still represents a difficulty for the students of the Language course of the State University of Roraima. In this sense, our goal is to discuss the challenges of providing the academic literacy necessary for the Language course students to develop skills of a researcher and reflective teacher. We started with a literature review about academic literacy and used the qualitative interpretativist research, through the analysis of the political pedagogical project of the course, raising some important questions in this context: what are the main difficulties in the formation of a researcher teacher? Also in this line of thought, we questioned: what kind of literacy do we really want in our course? The results suggest the construction of meanings situated in the social practice of the academic literacy, taking into account the gaps left by basic education. Although the curriculum of the course in question has already been updated in favor of a more consistent training in the area of research, with the inclusion of specific disciplines such as Estágio com pesquisa, we argue that there is still a lack of a greater involvement by the university teachers to identify themselves as a teacher trainer who should guide research in all stages.