“Garrando nojo do powerpoint”: discursos sobre práticas de letramentos acadêmicos em uma comunidade de prática em ensino de artes visuais ; “Getting sick of powerpoint”: discourses on academic literacy practices in a community of practice in visual arts education

This study (register GAP/UFSM n. 034521) is part of the umbrella project PQ-CNPq Letramento acadêmico/científico e participação periférica legítima em comunidades de produção de conhecimento (register CAAE/UFSM 21033613.2.0000.5346), coordinated by professor Désirée Motta-Roth. Its objective is to map academic literacy practices of a community of knowledge production in Visual Art Education (CPVAE) in a Brazilian federal university. Three issues are central to this mapping: system of academic activities, discursive genres that constitute these activities and the participants’ legitimate peripheral participation (LPP) (LAVE; WENGER, 1991) in this system through the analysis of their discourses on the genres and activities. As part of the umbrella project, we adopt the theoretical and methodological framework of two associated approaches: critical literacies (CERVETTI; PARDALES; DAMICO, 2001) and Critical Genre Analysis (MEURER, 2002; BHATIA, 2004; MOTTA-ROTH, 2006; 2008), which inter-relate principles and concepts of Systemic-Functional Linguistics (p. ex. HALLIDAY, 1978; HALLIDAY; HASAN, 1989), Socio-Rhetorics (p. ex. MILLER, 1984; BAZERMAN, 1988; 2007; SWALES, 1990), and Critical Discourse Analysis (p. ex. FAIRCLOUGH, 1992). The corpus of this study consists of two sets concerning context and text analysis. The analysis focused on context comprehends texts generated and/or selected through participant observation (field notes) and documentary analysis of online publications, directories, and database associated to the CPVAE. In the set of data concerning text analysis, the corpus refers to the transcription of one of the GP/CPVAE encounters, part of a workshop of approximately 15 hours on academic writing, promoted by one of the community participants, on May 15th and 16th 2014. The analysis results reveal an interconnection of two sets of literacy practices: a) requirements from the academic context and b) particularities of the community, to which is attributed a slightly more significant role in the ...