Letramento Acadêmico: o que tem sido proposto para superar os problemas dos estudantes de graduação com leitura e escrita?

Abstract

Academic literacy is one of the main challenges faced by students entering higher education, as mastering academic reading, writing, and scientific knowledge production requires competencies that go beyond basic literacy skills. This study aimed to analyze, through a systematic literature review, the main challenges related to academic literacy among undergraduate students, as well as the strategies proposed to promote the development of academic reading and writing in higher education, discussing their potential contributions to the context of the Federal Institute of Goiás (IFG). This qualitative bibliographic study was conducted using the procedures of a systematic literature review. National and international scientific publications indexed in specialized databases were analyzed to identify research trends, gaps, and experiences related to the topic. The findings indicate that the main difficulties experienced by students involve the comprehension of scientific texts, academic writing, mastery of academic genres, adaptation to university culture, and inequalities in access to literacy practices. Conversely, the literature highlights that institutional initiatives, such as writing centers, welcoming programs, reading and writing workshops, collaborative pedagogical practices, teacher professional development, and the critical use of digital technologies and artificial intelligence, significantly contribute to the development of academic literacy and student retention. It is concluded that strengthening institutional policies aimed at teaching academic reading and writing is essential to promote inclusion, improve academic success, and reduce dropout rates in higher education, providing evidence to support future actions within the IFG. Keywords: academic literacy; higher education; academic reading and writing; systematic literature review; student retention.