Academic writing in English in the context of Technical Vocational Education at the high school level in Minas Gerais: a contextualized approach
DOI:
https://doi.org/10.26512/rhla.v23i2.53729Keywords:
English teaching, EPTNM, Teaching writing, Academic literacy, Genre-based teachingAbstract
This article reflects on the possibility of exploring the approach to academic literacies (AL) outside the context of higher education, where there is extensive research on the topic. Therefore, it considers discussing academic literacies in an institution where students are placed in a context that allows for and aims at integration between different educational levels (technical vocational education, undergraduate, and graduate studies). The data, analyzed in light of theories that address literacy as a social practice, originate from the activities of teachers who teach English language at a Technical Vocational Education Institution at the High School level in Minas Gerais (EPTNM), obtained through a questionnaire via Google Forms. The interpretative analyses highlight that the development of writing skills in English can occur as a social practice, in a contextualized and situated manner, without separating people and places from texts. This work allowed for a perspective on the teaching of academic writing in English at EPTNM, contributing to studies on pedagogical practices of academic literacy in English, in the context of technical high school education.
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