| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 409.54 KB | Adobe PDF |
Authors
Melão, Dulce
Advisor(s)
Abstract(s)
O objetivo principal deste estudo é identificar e caracterizar as práticas de leitura e de escrita de estudantes de Comunicação Social e as suas possíveis repercussões em relação ao seu desenvolvimento profissional. Participaram 26 estudantes do 3.º ano (unidade curricular de Escrita Criativa) e os seus portfólios foram utilizados como instrumento de análise. Privilegiamos uma abordagem de natureza qualitativa, tendo como referencial metodológico o estudo de caso. Inferimos que: i) a maioria dos estudantes prefere ler em suporte impresso; ii) o seu perfil de leitor é multifacetado, destacando-se as categorias “leitor assíduo” e “leitor muito motivado”; iii) as suas práticas de escrita são diversificadas, sobressaindo os “textos pessoais” e as “notícias”;
e iv) valorizam o contributo da escrita criativa para a sua futura profissão. Concluímos que tais práticas de leitura e de escrita exigem atenção redobrada em um contexto acadêmico, de modo a promover a sua diversidade, auxiliando os estudantes no seu futuro desempenho profissional.
This study aims to identify and characterize the reading and writing practices of Social Communication students, as well as to investigate the role played by such practices to foster their professional development. Participants were twenty-six students enrolled in a creative writing course (3rd year). Portfolios were chosen as tools for collecting data. This study employed a qualitative single case study research approach. The results suggest that i) most students would prefer to read in print; ii) their reader profile is multifaceted, with emphasis on the categories of “frequent reader” and “highly motivated reader”; iii) their writing practices are diversified, with “personal texts” and “news” standing out; iv) they value creative writing to their future profession. We conclude that such reading and writing practices require increased attention in academic contexts, in order to encourage their diversity, fostering students’ future professional performance.
This study aims to identify and characterize the reading and writing practices of Social Communication students, as well as to investigate the role played by such practices to foster their professional development. Participants were twenty-six students enrolled in a creative writing course (3rd year). Portfolios were chosen as tools for collecting data. This study employed a qualitative single case study research approach. The results suggest that i) most students would prefer to read in print; ii) their reader profile is multifaceted, with emphasis on the categories of “frequent reader” and “highly motivated reader”; iii) their writing practices are diversified, with “personal texts” and “news” standing out; iv) they value creative writing to their future profession. We conclude that such reading and writing practices require increased attention in academic contexts, in order to encourage their diversity, fostering students’ future professional performance.
Description
Keywords
Leitura Escrita Ensino superior Literacias acadêmicas
Pedagogical Context
Citation
Melão, D. (2019). Leitura e escrita no ensino superior: reconstruindo caminhos para as «literacias acadêmicas», Letras de Hoje, 54 (2), 172-180. DOI: http://dx.doi.org/10.15448/1984-7726.2019.2.32505