Read-write academic discursive genres in initial teacher training: a challenge for university education

Abstract

Reflections are presented from a group of teacher/researchers who, through the use of various forms of recording in teaching and extension activities promoted by the Academic Literacy Laboratory (LabLA/UFF), have collected reports from participants about the practices of read-write discursive genres from the academic sphere, recognized as supporting training for educational praxis. In an essayistic way, the thesis is defended according to which these teaching practices of reading-writing at universities have distanced themselves from the use of language as a social practice in/from student construction and an essential training axis for teaching, which leads to problematization: What is the role of university professors/researchers in working with the insufficient proficiency of undergraduate students and basic education teachers during their reading/writing performances in the academic sphere? Starting from the dialogical, discursive and historical perspective of language, the intention is to discuss the reading-writing axes of academic discursive genres in teacher training whose teaching is a fundamental part of the work of university professors. As final considerations, it is reiterated that the academic discursive community and, especially, the higher education teacher are responsible for providing students with literacy practices in which teaching-learning through research for teaching work is central, with an emphasis on guidance process as a work to train teachers for basic education, without giving up understanding the process of doing research, partiality in science, the history of the social division of teaching work to (re)know and (re)create their function in society and the need for (re)encounter between scientific and pedagogical practices in teaching practice.