Reconciling Labs, Centers, and Writing Initiatives in Brazil: Paths to a Brazilian Academic Literacy Education
Interview with Dr. Marilia M. Ferreira, Laboratory of Academic Literacy (LLAC), University of São Paulo, Brazil
DOI:
https://doi.org/10.25071/2818-2618.33Keywords:
academic literacy, Brazil, writing centers, teaching writingAbstract
This interview presents a dialogue with Dr. Marilia Mendes Ferreira (University of Sao Paulo), whose leadership at the Laboratory of Academic Literacy (LLAC) has been essential to the consolidation of the academic literacy field in Brazil. Drawing from her Vygotskian dialectical perspective, Dr. Ferreira shares reflections on her scholarly background, the creation of LLAC, and the challenges of institutionalizing writing instruction in Brazilian contexts, marked by internationalization demands and structural inequalities. The interview also explores the relationship between writing labs and centers in Brazil, their intersections with decolonial studies, and the recent impact of generative artificial intelligence on writing education. The conversation offers valuable insights for strengthening Latin American writing support networks and highlights the role of local initiatives in addressing global challenges.
References
Aranha, S., & Oliveira, L. C. de. (2019). Second language writing teacher education in Brazil. In L. Seloni & S. H. Lee (Eds.), Second language writing instruction in global contexts: English language teacher preparation and development (pp. 273–287). Multilingual Matters. DOI: https://doi.org/10.2307/jj.22730636.19
DOI: 10.21832/9781788925877-017 DOI: https://doi.org/10.21832/9781788925877-017
Askehave, I., & Swales, J. M. (2001). Genre identification and communicative purpose: A problem and a possible solution. Applied linguistics, 22(2), 195-212. DOI: https://doi.org/10.1093/applin/22.2.195
Cons, T. R. (2020). Narrativas sobre a escrita: Um estudo de caso múltiplo sobre as Assessorias do Centro de Assessoria de Publicação Acadêmica (CAPA)—UFPR [Unpublished Master’s thesis, Universidade Federal do Paraná].
Cristovão, V. L. L., Vignoli, J. S., Ferrarini-Bigareli, M. A., & Retorta, M. S. (2020). Integrated Laboratory of Scientific-Academic Literacies-LILA: Facing challenges in language education. Letras, 26, 379–400 DOI: 10.5902/2176148553338 DOI: https://doi.org/10.5902/2176148553338
Ferreira, M. M. (2012). Contribuições da teoria sócio-histórico-cultural e da atividade para o ensino- aprendizagem da língua estrangeira. In F. C. Liberali, E. Mateus, & M. C. Damianovic (Orgs.), A teoria da atividade sócio-histórico-cultural e a escola: Recriando realidades sociais (pp. 61–108). Pontes.
Ferreira, M. M. (2015). A promoção do letramento acadêmico em inglês por meio do ensino desenvolvimental: Contribuições da teoria histórico-cultural [Tese de Livre Docência, Universidade de São Paulo]. Repositório da Produção USP. https://repositorio.usp.br/item/002753070
Ferreira, M. M., & Lousada, E. G. (2016). Ações do laboratório de letramento acadêmico da Universidade de São Paulo: Promovendo a escrita acadêmica na graduação e na pós-graduação. Ilha do Desterro, 69, 125–140. DOI: 10.5007/2175-8026.2016v69n3p125 DOI: https://doi.org/10.5007/2175-8026.2016v69n3p125
Ferreira, M. M., & Stella, V. R. (Orgs.). (2018). Redação acadêmica: Múltiplos olhares para o ensino da escrita acadêmica em português e línguas estrangeiras. Humanitas.
Ferreira, M. M. (2021). Using developmental teaching to promote critical EAP in an academic writing course in English. In C. MacDiarmid & J. J. MacDonald (Eds.), Pedagogies in English for academic purposes (pp. 112–122). Bloomsbury. DOI: https://doi.org/10.5040/9781350164833.0012
Ferreira, M. M., & Okuinghttons, M. F. M. (2024). Literacidad y desarrollo conceptual en la enseñanza de la escritura. In E. Negueruela-Azarola, P. N. García, & A. Escandón (Eds.), Teoría sociocultural y español LE/L2 (Vol. 1, pp. 172–186). Routledge. DOI: https://doi.org/10.4324/9781003257134-12
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Thais Rodrigues Cons, Marilia Mendes Ferreira
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
