摘要：http://dx.doi.org/10.5007/2175-8026.2016v69n3p13 In this paper, we analyze academic and digital literacies practices developed by participants of a Language and Technology developmental program. We adopt a social and academic literacies approach ( LEA; STREET, 1998; LILLIS; SCOTT, 2007) to examine what texts participants write in disciplines that use Facebook as a learning platform. The reported study is of a qualitative and interpretive nature. The events herein analyzed integrate the data bank of a research project that involved participant observation developed throughout the years of 2012 and 2013 in a Brazilian professional graduate program. The analysis makes visible that literacy practices developed by participants are oriented by the “skills model” (Lea & Street, 1998), that leads to the “institutional practice of mystery” ( LILLIS; SCOTT, 2007 ). In this context, it is interesting to note that teacher’s writings can be characterized as a hybrid of scholastic genres and Facebook genres.
关键词：Academic Literacy;Digital Literacies;Writing Practices;Continuing Education;Letramento Acadêmico;Práticas de Escrita;Formação Continuada
