<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592021000107015</article-id>
<article-id pub-id-type="doi">10.18593/r.v46i.24410</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Letramento acadêmico de estudantes estrangeiros: múltiplos desafios, múltiplas estratégias]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic literacy of foreign students: multiple challenges, multiple strategies]]></article-title>
<article-title xml:lang="es"><![CDATA[Literacidad academica de estudiantes extranjeros: múltiples desafíos, múltiples estratégias]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Paula Aparecida Diniz Gomides Castro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Macedo]]></surname>
<given-names><![CDATA[Maria Do Socorro Alencar Nunes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São João Del Rey Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>46</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592021000107015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592021000107015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592021000107015&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Analisamos, neste artigo estratégias desenvolvidas por estudantes estrangeiros para lidarem com as demandas do contexto acadêmico, em uma universidade pública brasileira. Os dados analisados derivam do trabalho de Dissertação de Santos (2019) e foram colhidos no segundo semestre de 2017 na Universidade Federal de São João del Rei. A fundamentação teórico-metodológica está baseada nos Novos Estudos do Letramento e em contribuições da sociologia de Pierre Bourdieu. Foram realizadas 14 entrevistas semiestruturadas com estudantes de nove diferentes países, matriculados em cursos de todas as áreas, exceto das ciências humanas. Os estudantes foram inquiridos sobre sua chegada ao Brasil, as atividades desenvolvidas na universidade e suas dificuldades nas disciplinas dos cursos aos quais estavam matriculados. As entrevistas foram gravadas e transcritas, com vistas a compreensão dos recursos mobilizados pelos estudantes para contornar tais possíveis dificuldades. Os resultados evidenciam a grande variedade de estratégias de estudo, dentre elas o pedido de auxílio a colegas brasileiros para o cumprimento das demandas dos cursos, a preferência pelo suporte impresso na leitura de textos acadêmicos, o uso de pesquisas na internet para ampliar vocabulário, a solicitação de auxílio aos professores e utilização de monitoria, oferecida pela universidade. O estudo conclui que algumas dificuldades não se relacionam apenas à questão da fluência na língua portuguesa falada no Brasil, mas à pouca familiaridade com práticas de leitura e escrita próprias do campo acadêmico. Indicamos, ainda, a assimetria entre os países do norte em relação ao Brasil, quando se trata da internacionalização da universidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In this article we analyze strategies developed by foreign students to deal with the demands of the academic context in a Brazilian public university. The data analyzed derive from the work of Dissertation of Santos (2019) and were collected in the second semester of 2017 at the Federal University of São João del Rei. The theoretical-methodological basis is based on New Literacy Studies and contributions from Pierre Bourdieu's sociology. Fourteen semi-structured interviews were conducted with students from nine different countries, enrolled in courses in all areas except the human sciences. The students were asked about their arrival in Brazil, the activities developed at the university and their difficulties in the subjects of the courses to which they were enrolled. The interviews were recorded and transcribed in order to understand the resources mobilized by the students to overcome these possible difficulties. The results show the great variety of study strategies, among them the request for help from Brazilian colleagues in meeting the demands of the courses, the preference for printed support in reading academic texts, the use of internet research to expand vocabulary, the request for help from teachers and the use of monitoring, offered by the university. The study concludes that some difficulties are not only related to the issue of fluency in the Portuguese language spoken in Brazil, but also to the unfamiliarity with reading and writing practices in the academic field. We also indicate the asymmetry between the northern countries in relation to Brazil when it comes to the internationalization of the university.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En este artículo analizamos las estrategias desarrolladas por los estudiantes extranjeros para hacer frente a las demandas del contexto académico en una universidad pública brasileña. Los datos analizados se derivan del trabajo de la Disertación de Santos (2019) y se recogieron en el segundo semestre de 2017 en la Universidad Federal de São João del Rei. La base teórico-metodológica se basa en los Nuevos Estudios de la Literacidad y en las aportaciones de la sociología de Pierre Bourdieu. Se realizaron 14 entrevistas semiestructuradas con estudiantes de nueve países diferentes, matriculados en cursos en todas las áreas excepto las humanidades. Se preguntó a los estudiantes sobre su llegada al Brasil, las actividades desarrolladas en la universidad y sus dificultades en las materias de los cursos a los que estaban inscritos. Las entrevistas fueron grabadas y transcritas para comprender los recursos movilizados por los estudiantes para sortear estas posibles dificultades. Los resultados muestran la gran variedad de estrategias de estudio, entre ellas la solicitud de ayuda de los colegas brasileños para satisfacer las exigencias de los cursos, la preferencia por el soporte impreso en la lectura de textos académicos, el uso de la investigación en Internet para ampliar el vocabulario, la solicitud de ayuda de los profesores y el uso de la vigilancia, ofrecida por la universidad. En el estudio se llega a la conclusión de que algunas dificultades no sólo están relacionadas con la cuestión del dominio del idioma portugués que se habla en el Brasil, sino también con el desconocimiento de las prácticas de lectura y escritura en el ámbito académico. También indicamos la asimetría entre los países del norte en relación con el Brasil, en lo que se refiere a la internacionalización de la universidad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Letramentos acadêmicos]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes estrangeiros]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[Escrita na universidade]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias.]]></kwd>
<kwd lng="en"><![CDATA[Academic literacy]]></kwd>
<kwd lng="en"><![CDATA[Foreign students]]></kwd>
<kwd lng="en"><![CDATA[High education]]></kwd>
<kwd lng="en"><![CDATA[University writing]]></kwd>
<kwd lng="en"><![CDATA[Strategies.]]></kwd>
<kwd lng="es"><![CDATA[Literacidad académica]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes extranjeros]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[Escritura universitaria]]></kwd>
<kwd lng="es"><![CDATA[Estrategias.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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