Academic Literacy and Teacher Education: Reading/Writing of the Genre Lesson Plan

Abstract

This study presents a pedagogical experience focused on the teaching of reading/writing of the genre ‘lesson plan’ in the context of teacher education - Language Course. The work is based on the contributions of academic literacy studies (CARLINO, 2003, HYLAND, 2004; LEA; STREET, 2006; MARINHO, 2010, 2011), on approaches to textual genres affiliated to the new rhetoric (BERKENKOTTER; HUCKIN, 1995; SWALES, 1998; BAZERMAN, 2005), and on the contributions of studies on teacher education from a critical perspective (GIROUX, 1997; BORGES, 2002). The research is qualitative with a critical ethnographic nature (THOMAS, 1993). The analysis is based on data generated in seminars developed in the discipline Linguistics IV (Language Course/UFRN) from the perspective of the ethnography of writing (DEVITT; REIFF; BAWARSHI, 2004), and in questionnaires applied to undergraduate students of Language Course. The study points to the challenges and possibilities of promoting the appropriation and proficiency in academic-professional genres, highlighting the relevance of the ethnographic approach in this work.

Keywords

• academic literacy
• genre
• lesson plan
• ethnography of writing