Vivências de práticas letradas na universidade

Análise da interdição simbólica dos letramentos em perspectiva interseccional

Abstract

This study, a segment of broader research, investigates symbolic interdictions of literacy at the University, focusing on the experiences of Language students in their academic identity formation. It relates symbolic systems of oppression present in the construction of literacy to markers of race, class, and gender, discussing the intersection of these dimensions in the literate practices of students benefiting from affirmative action policies. The work is grounded in studies of social and academic literacies, in Bourdieu's reflections, in the notions of spheres and heterodiscourse from the Russian Circle, and in Collins' theory of intersectionality. The case study guided the research conducted, from which an interview with a student and their personal account related to gaps in their academic training were extracted. It highlights the persistence of symbolic interdictions in the educational trajectory of students assisted by affirmative action policies, most of whom belong to socially disadvantaged groups. The homogenization of literacies as individual (in)abilities persists, which neglects structural and historical factors. Self-demand, guilt, non-belonging, and loneliness are revealed in the student's academic journey due to the absence of internal and external support networks within the University. The need to review the hegemonic conception of literacy in academia is reinforced, in welcoming plural literacies, in a University that fosters this plurality.