READING PRACTICES OF ACADEMIC TEXTS AT A FEDERAL UNIVERSITY PEDAGOGY COURSE

Abstract

The article focuses on practices of reading academic texts at a Federal University Pedagogy Course. The theoretical foundation is the interactionist model of reading, based on Linguistics, in addition to the contribution of studies on history and sociology of reading. The subjects are 14 pedagogy lecturers and 25 undergraduated students, who are preparing themselves to teach at elementary and secondary schools, where they will be responsible for developing their pupils’s reading habilities. It argues for the importance of offering these students a continuous theoretical-practical formation on reading. It concludes that these pedagogy lecturers are trying to elaborate didatic strategies to improve the student’s academic reading but they need to find out how to help them to integrate their multiple and fragmented readings, in order to be able of articulate a knowledge stock to be used not only at the university but also in their future professional lives.