ACADEMIC LITERACY PRACTICES: AN ANALYSIS OF THE CONDITIONS OF WRITING PRODUCTION IN UNDERGRADUATE COURSES

In this article the aims is to examine the conditions in which academic writing is requested in undergraduate courses and to understand the meanings of the writing practices from the students' perspective. To do so, we examined records of semi-structured interview transcripts that are part of a database for a broader research, carried out from an ethnographic approach, in which professors and students of Education and Psychology courses from a Brazilian federal university participated. Based on the concepts of events, literacy practices, academic literacies and discourse genres, the analysis shows that there is a demand for a varied range of "discourse genres" to students, and that this production presents characteristics of schooling practices. There are still many challenges in working with genres in academic contexts.