O ethos dos alunos do curso de Letras/Ufal nas práticas de letramento acadêmico

Abstract

This work aims to reflect on the students Ethos from the language teacher formation Course at UFAL, in the second semester of 2014, in the teacher formation process, during the academic literacy practices (FIAD, 2011). Given that, we sought to analyze the image that the students reveal about themselves, in their positions on the production of academic genres. The work is based mainly on the theoretical discussions of authors who adopt reflections on the Ethos construction (ARISTÓTELES, 2005; AMOSSY, 2008; MAINGUENEAU, 2008a, 2008b, 2008c; SOUTO MAIOR, 2009; 2011) and academic literacy (STREET, 2014; GEE, 2008; BARTON, 2000; BARTON and HAMILTON, 2000; LILLIS, 1999; MARINHO, 2010; FIAD, 2011; SANTOS, 2007, 2015; ZAVALA, 2010), as well as combining bakhtinian reflections on genres (BAKHTIN, 2014 [1929], 2011 [1979]) to this approach to literacy. From a methodological point of view, this is an ethnographic case study (ANDRÉ, 2014; CHIZZOTTI, 2006), whose data collection adopts as instruments of analysis: audio recordings, field notes of the classes, characterization questionnaires and written productions of the students: diaries, abstracts and textual analyzes. The data were collected during the Reading and Production of Texts in Portuguese classes in one semester (2014.2), at Universidade Federal de Alagoas. Based on the observations made, it can be said that the analysis of Ethos in academic literacy practices not only provided a look at the issues related to the literate constitution of the students entering university, but also contributed to the reflection that the difficulties reported by them in relation to academic writing are not random, but are linked to the lack of familiarization of these students with the production of the genres in the university context. Through Ethos, therefore, it was observed that this familiarization and appropriation by the students in relation to academic writing comes from the interaction established between teacher and students in the classroom, at the moment of supervision about the genres.