ACADEMIC/SCIENTIFIC LITERACY: CHALLENGING AND INSTIGUING EXPERIENCES FOR THE (MIS)DEVELOPMENT OF UNDERGRADUATE STUDENTS THROUGH THE PEDAGOGICAL INNOVATION PROGRAM

Abstract

This article draws on the experiences of the coordinators of the Institutional Program for Pedagogical Innovation (PIIP - UFT/Miracema Campus) of the Pedagogy and Social Work programs. Both programs propose a discussion of Academic/Scientific Literacy, in different editions and years. The combined discussion is justified by the relevance of the interaction, bringing experiences that qualify the analyses performed. Literacy inserts the individual into society and is, therefore, a social practice and cultural product materialized through language, and critical reading is reflected in written production. The methodologies used were diverse, with in-person and remote meetings permeating the activities, such as workshops, lectures, mini-courses, etc. The objective of this work is to reflect, analyze, and evaluate the relevance and impact that the PIIP projects of the undergraduate programs in Pedagogy and Social Work have had/have on the direct participants, the monitors, and those they serve, the academics. The theoretical frameworks used include Linguistics, Philosophy, and other syllabuses, in particular, to spark debate. Furthermore, in Social Work, activities address topics related to the fundamentals of the profession, research, and other topics fundamental to the learning process. The final results of the PIIP Pedagogy program demonstrated an improvement in failure rates. Regarding the other program in question, the project is still underway; however, we found relevant evidence that ensures the proposal is being accepted and well-received by students, as it supports their demands based on the content they read and wrote.