Academic writing in English in the context of Technical Vocational Education at the high school level in Minas Gerais: a contextualized approach

Authors

DOI:

https://doi.org/10.26512/rhla.v23i2.53729

Keywords:

English teaching, EPTNM, Teaching writing, Academic literacy, Genre-based teaching

Abstract

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.

Downloads

Download data is not yet available.

Author Biography

Fernanda de Faria Rezende Santos, Centro Federal de Educação Tecnológica de Minas Gerais

Doutoranda no Programa de Pós-Graduação em Estudos de Linguagens (POSLING/CEFET-MG). Licenciada em Letras/Inglês pela Universidade Federal de Minas Gerais (UFMG/2021). Atualmente atua como bolsista em atividades docentes em Português como Língua Estrangeira (curso Pré-PEC-G), no CEFET-MG/Belo Horizonte. Foi professora de inglês e de português como língua estrangeira em curso de idiomas.

References

FERREIRA, M. M.; LOUSADA, E. G. Ações do laboratório de letramento acadêmico da Universidade de São Paulo: promovendo a escrita acadêmica na graduação e na pós-graduação. Ilha do Desterro, v. 69, p. 125-140, 2016. Disponível em: https://periodicos.ufsc.br/index.php/desterro/article/view/2175-8026.2016v69n3p125. Acesso em: 12 ago. 2024.

FIAD, R. S. Reescrita, dialogismo e etnografia. Linguagem em (Dis)curso, v. 13, p. 463-480, 2013. Disponível em: https://www.scielo.br/j/ld/i/2013.v13n3/. Acesso em: 12 ago. 2024.

GEE, J. P. Situated Language and Learning: a critique of traditional schooling. New York. Routledge, 2004.

HYLAND, K. Genre and second language writing. Ann Arbor, MI: University of Michigan Press, 2004.

HYLAND, K. Writing in the academy: reputation, education and knowledge. London: Institute of Education, University of London, 2007.

HYLAND, K. Teaching and researching writing. 2nd ed. Harlow, UK: United Kingdom Pearson Education Limited, 2009.

JUCHUM, M.; SIMÕES, L. A escrita na universidade: uma reflexão a partir do que os alunos dizem em seus textos. In: AGUSTINI, C.; ERNESTO, B. (Org.). Incursões na escrita acadêmico-universitária: letramento, discurso, enunciação [on-line]. Uberlândia: EDUFU, 2017. p. 93-106.

LEA, M. R.; STREET, B. V. Student writing in higher education: an academic literacies approach. Studies in Higher Education, v. 23, n. 2, p. 157-170, 1998. Disponível em: https://www.tandfonline.com/doi/abs/10.1080/03075079812331380364 Acesso em: 12 ago. 2024.

LEA, M. R.; STREET, B. V. O modelo de “letramentos acadêmicos”: teoria e aplicações. Filol. Linguíst. Port., trad. Fabiana Komesu e Adriana Fischer, São Paulo, v. 16, n. 2, p. 477-493, 2014.

SOARES, M. Letramento: um tema em três gêneros. Belo Horizonte: Autêntica, 2009.

STREET, B. V. Literacy in theory and practice. Cambridge: Cambridge University Press, 1984.

STREET, B. V. Letramentos acadêmicos: avanços e críticas recentes. In: AGUSTINI, C.; ERNESTO, B. (Org.). Incursões na escrita acadêmico-universitária: letramento, discurso, enunciação [on-line]. Uberlândia, MG: EDUFU, 2017. p. 21-33.

STREET, B. V.; MAY, S. (Ed.). Literacies and Language Education – Third Edition. Berlin: Springer, 2017.

Published

2024-12-23

How to Cite

Santos, F. de F. R. (2024). Academic writing in English in the context of Technical Vocational Education at the high school level in Minas Gerais: a contextualized approach. Revista Horizontes De Linguistica Aplicada, 23(2), DT15. https://doi.org/10.26512/rhla.v23i2.53729

Issue

Section

Dossier: Academic Writing from Different Theoretical Approaches

Similar Articles

1 2 > >> 

You may also start an advanced similarity search for this article.