<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812016000100068</article-id>
<article-id pub-id-type="doi">10.1590/S2176-6681/363013998</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Letramento acadêmico em um curso de Geografia: uma perspectiva etnográfica]]></article-title>
<article-title xml:lang="en"><![CDATA[Academic literacy in a geography course: an ethnographic perspective]]></article-title>
</title-group>
<contrib-group>
<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"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Neves-Júnior]]></surname>
<given-names><![CDATA[Bernardino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Pernambuco (UFPE)  ]]></institution>
<addr-line><![CDATA[Recife Pernambuco]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais (UFMG)  ]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Presidente Antônio Carlos (Unipac) Campus I - Magnus ]]></institution>
<addr-line><![CDATA[Barbacena Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de São João del-Rei (UFSJ)  ]]></institution>
<addr-line><![CDATA[São João del-Rei Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2016</year>
</pub-date>
<volume>97</volume>
<numero>245</numero>
<fpage>68</fpage>
<lpage>81</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812016000100068&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812016000100068&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812016000100068&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Apresenta resultados de um estudo que objetivou compreender quais as pr&#225;ticas de letramento acad&#234;mico em aulas observadas de um curso de licenciatura em Geografia e como elas s&#227;o constru&#237;das pelos sujeitos. Insere-se na perspectiva do letramento como pr&#225;tica social, marcada por rela&#231;&#245;es de poder, que varia segundo os contextos de uso da l&#237;ngua escrita. Os resultados indicam que o uso do quadro a giz durante as aulas expositivas ocupou um papel central. A leitura de mapas mostrou-se uma atividade perif&#233;rica durante o curso, na medida em que estes, retirados de livros did&#225;ticos, eram apenas mencionados pelo professor como recurso ilustrativo dos conte&#250;dos, e n&#227;o como conte&#250;do a ser ensinado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article presents results of a study about academic literacy in the context of a geography undergraduate course. The research aimed to understand literacy practices in the classroom and how they are constructed by the subjects involved in it. The research is based on the view of literacy as a social practice, marked by power relations that vary according to the contexts of usage of the written language. The results indicate that the use of the blackboard in teaching played a central role. Also, map reading proved to be a peripheral activity during the course since the maps presented were only mentioned by the professor as an illustrative resource of the content, and not as contents themselves to be taught.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[letramento acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[ensino de Geografia]]></kwd>
<kwd lng="pt"><![CDATA[etnografia]]></kwd>
<kwd lng="en"><![CDATA[academic literacy]]></kwd>
<kwd lng="en"><![CDATA[geography teaching]]></kwd>
<kwd lng="en"><![CDATA[ethnography]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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