Reading-writing in the linguistic education of teachers

Abstract

This article analyzes academic reading and writing practices in the training of teachers in the Pedagogy course, from the perspective of literacy studies with a sociocultural and socio-interactionist basis. It is based on the understanding that social language practices are situated and ideologically marked, and that the linguistic education of every historical subject, understood as the development and expansion of linguistic knowledge, is continuous, but involves processes of teaching and learning forms of linguistic behavior of specific discursive spheres, as we understand the spheres. Therefore, in the training path of teachers, relatively stable types of utterance circulate – discourse genres, whose origins take into account the specific needs of a field in interface with other fields. This study adopts an essayistic approach and is based on experiences developed in the Study and Research Group on Academic Reading and Writing (GEPLEA) and in the Academic Literacies Laboratory (LabLA/UFF), involving teaching, research and extension actions with undergraduate students. The document is structured in four main sections: i) introductory considerations; ii) interrelations between reading and writing in academic language education; iii) academic literacies in the initial training of educators; iv) pending issues. In light of ongoing research, the following stand out: the difficulty of including students in academic discursive practices, highlighting barriers related to authorship, teacher mediation and the demands of a discursive sphere that is still not very accessible to many students. This essay emphasizes teacher training in light of the demand for recognition of reading and writing practices as essential components of pedagogical praxis and as a space for identity, ethical and epistemic formation; in light of the need for actions that enable the development of academic literacies, with attention to students' literacy trajectories. In summary, we defend the thesis that the social uses of language in discourse genres are intrinsic to the training of teachers in the Pedagogy course and in any other degree and, therefore, should be recognized as the core of teaching praxis.