ACADEMIC LITERACY IN THE TRAINING: A REVIEW BY THE STATE OF KNOWLEDGE

Abstract

This article aimed to analyze what theses and dissertations show about academic literacy in teacher training, with an emphasis on the methodological approaches used in the research. The study is qualitative in nature, based on a literature review, and is characterized as State of Knowledge because it is a methodological proposal that allows listing works such as theses and dissertations to understand what has already been researched. The consultation was carried out in the Brazilian Digital Library of Theses and Dissertations (BDTD), using the descriptors “academic literacy”, “teacher training” and “literature course”. After reading the titles and abstracts, eight works were selected for analysis. The mapped works showed a predominance of the qualitative approach, which configures the importance of subjectivity, supported by the theoretical foundation that guided the works analyzed. The data collection techniques were varied, combining with the types of research that were outlined in search of achieving the objectives, it was possible to perceive evidence about academic literacy that appropriates inferences and social constructions. It is a process mediated by the realities of the social and cultural context, which involve intrinsic and extrinsic motivations that permeate the academic field. There was evidence of difficulties that students experience in the formative process in which writing is displaced from theoretical foundations and, in some situations, the lack of critical positioning leaves gaps in the texts produced. It is concluded that academic literacy and teacher training constitute a broad and necessary field for future studies.