Resumo

FISCHER, Adriana  e  PELANDRE, Nilcéa Lemos. Academic literacy and the construction of meanings within a gender reading. Perspectiva [online]. 2010, vol.28, n.02, pp.569-599. ISSN 0102-5473.

The current study aims to characterize how different ways of reading within a discursive genre contributes towards students considering themselves insiders in an academic context. The analyzed data were collected during 2005 and 2006 in a Brazilian undergraduate course through participant observations and oral interviews. These data are part of the so called reflexive-transformative events, including reading, production and linguistic analysis of the journalistic chronicle discursive genre. Those events also integrate the dialogic model of the academic literacies which refers to the construction of meaning, identity, power, authority and to the institutional nature of what is considered to be knowledge in the context of a Language and Literature academic course. Since a longitudinal process with reading is carried out, data of two female undergraduates, related to the chronicle genre in two disciplines of the course are discussed. Results show that (1) knowing the operation a of certain social field data, of which the genre destined to reading and writing production makes part, and (2) developing the meta-knowledge that constitutes it, are power tools for the above-mentioned students. In fact, they employ critical literacy and the dominant literacies to which they belong for the process of being insiders within an academic context.

Palavras-chave : Academic Literacy; Reading; Portuguese Language-Discursive Genre.

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