University learners in contemporary practices of scientific and academic literacy for the training of teachers an globalized researchers

Abstract

The main objective of this thematic project is to identify, describe and analyze evidence of types and degrees of involvement and non-involvement of students in synchronous and asynchronous teaching/learning processes that constitute scientific-academic literacy practices in verbal language (mother, foreigner and second language) and audiovisual languages considered crucial for the training of researchers and teachers of basic education in three public universities in the State of São Paulo (Unicamp, USP-SP and Unesp-SJRP). These universities are engaged in concomitant policies of social inclusion, equity and internationalization. The project will shed light on two pressing issues raised by these policies: the contemporary heterogeneity of students when faced with institutional demands and resources; the role of agency and student autonomy in the teaching/learning processes studied. Therefore, it mobilizes and articulates knowledge about critical reflexivity (of a metacognitive, metalinguistic, metapragmatic and metadiscursive nature) and transforming action in the practices of students and teachers involving cultural, pragmatic-discursive and socio-semiotic diversity. To this end, the proposal gathers and articulates knowledge produced in the areas of Linguistics, Applied Linguistics and Education. (AU)