Discursive Genres in Undergraduate Courses in Santa Catarina: What Teachers say

Abstract

The research presented here is part of academic literacy studies. The objective of the analysis is to identify which discursive genres are used by teachers for and in their pedagogical practices. We analyzed the answers to an online questionnaire and to semi-structured interviews conducted with professors from undergraduate courses at universities in Santa Catarina. This is an excerpt from a broader study, under the theme of academic literacy. Based on the theoretical propositions of studies on genres, especially in the academic sphere (FISCHER; DIONÍSIO, 2011; SILVA; CASTANHEIRA, 2019), the data analysis showed that, in addition to the typical genres in the academic sphere, there are others being worked on, many of them with some pedagogical purpose. It was also possible to notice a certain relationship between reading and writing that the professors do for their pedagogical practice and the ones that they ask their students. Considering the guidelines in the DCN (2019) for a practice that implies the use of discursive genres in all degrees, it is necessary to discuss with the professors who train teachers how such guidelines are present in their lessons.