Portfólio educacional e letramento acadêmico-científico

Abstract

ABSTRACT: The portfolio is a textual genre originally used in fields such as architecture and fashion to record the best professional work. However, it has also been used in educational institutions for over three decades (Lam, 2018). This study aims to explore the educational portfolio in higher education, focusing on its contributions to the academic-scientific literacy of self-identified Indigenous students. Methodologically, the research falls within the field of Critical Applied Linguistics (Pennycook, 2001) and is qualitative in nature, with an ethnographic orientation (Madison, 2005). The data were generated in the extension course “Monography and Indigenous Authorship: Encounters and Disagreements in Interculturality,” promoted by IFRN, and comprise written textual productions produced by students of the Potiguara ethnic group, in Rio Grande do Norte. From a theoretical point of view, the article is based on decolonial studies (Castro-Gómez, 2007; Mignolo, 2007), academic-scientific literacy (Street; Lillis; Lea, 2015), and research on textual genres (Marcuschi, 2008; Lima-Neto; Araújo, 2012), with a focus on the portfolio (Colén; Giné; Imbernón, 2006). The results show that, in the university sphere, the educational portfolio can present three dimensions (communicative, pedagogical and methodological), being useful, in the teaching-learning context, both for minority students and for professor-researchers.

KEYWORDS: literacy; higher education; educational portfolio.