Letramento Acadêmico no Ensino Superior:

da metodologia do risco ao apoio pedagógico

Abstract

We report in this article our experiences with academic writing workshops held in the current pandemic context. In our planning, we reflected on how the process of pedagogical support to university students can be worked based on the risk methodology (MATTE, 2018), focusing on dedication, insistence and responsibility. This perspective leads us to an activity beyond what is normally directed to the teacher and, yes, to researchers, teachers, students and others interested in the themes that are developed, through the presentation of the final work in an online event, the National University Congress, EAD and Free Software (UEADSL). In addition to the risk methodology, the work is based on the ideas of Kleiman (2012) and Street (2014), on the concept of literacy, and on Fiad (2016) in relation to academic literacy studies. We adopted a similar experience at UFMG's Reading and Text Workshops when planning writing classes for the Academic Development Incentive Program (Progrida), at the Federal University of Alfenas (UNIFAL-MG). We have shown, from our observations, that this methodology can increase student engagement, favor the teaching and learning process through concrete language situations and stimulate experiences and practices within the context of the university.