Navigating across Academic Contexts: Campo and Angolan Students in a Brazilian University

Autor/inn/en	Castanheira, Maria Lucia; Street, Brian V.; Carvalho, Gilcinei Teodoro
Titel	Navigating across Academic Contexts: Campo and Angolan Students in a Brazilian University
Quelle	In: Pedagogies: An International Journal, 10 (2015) 1, S.70-85 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2014.999773
Schlagwörter	Academic Discourse; Literacy; Teacher Student Relationship; Nontraditional Students; Writing (Composition); Student Attitudes; State Universities; Foreign Countries; Ethnography; Access to Education; Foreign Students; Portuguese; War; Interviews; Teacher Attitudes; College Students; College Faculty; Angola; Brazil + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Alphabetisierung; Schreib- und Lesefähigkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Schreibübung; Schülerverhalten; Staatliche Universität; Ausland; Ethnografie; Education; Access; Bildung; Zugang; Bildungszugang; Portugiesischunterricht; Krieg; Interviewing; Interviewtechnik; Lehrerverhalten; Collegestudent; Fakultät; Brasilien
Abstract	This paper draws on the Academic Literacies approach to examine tutor/student relations in the production of academic texts. We address issues associated with learning to write in such contexts, through exploring the perspectives of two groups of non-traditional students as they reflect on their experiences in navigating educational contexts in a Brazilian public university. The term non-traditional is used here to refer to students from social groups whose previous generation had no, or very limited, access to university. In order to explore the "hidden features" of the contextualized nature of academic writing, we present two cases: students from Angola and from Campo, both groups not traditionally represented in Brazilian universities. We explored the development of writing in academic contexts by examining tensions identified by these students and their tutors/teachers as they engaged with academic literacies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01