How do faculty conceptions on reading, writing and their role in the teaching of academic literacies influence their inclusive attitude

COLOMBO, LAURA; PRIOR, MÓNICA

ILHA DO DESTERRO

Universidade Federal de Santa Catarina

Lugar: Florianópolis; Año: 2016 vol. 69 p. 115 - 124

0101-4846

This study explored faculty conceptions about reading and writing, the student body, reasons for student low performance as well as their declared teaching practices aimed at helping students to better understand readings and write academic texts. he objective was to understand what type of professors? conceptions contributed with a more inclusive attitude towards irst-year students. Content analysis from data gathered from in-depth interviews indicates that professors who acknowledged the complexity of the reading and writing processes tend to be more inclusive and to use reading and writing to teach and not just to evaluate. Those who taught writing courses tended to consider writing as a general skill, transferable to other contexts and spheres of knowledge. Less-inclusive teachers, explaining why they did not ofer guidance or proposed remedial solutions, claimed that students should already have mastered academic reading and writing when entering the university and that teaching these skills implied being overprotective and not allowing them to mature.