| Summary: | This text presents the results of a study that sought to identify the recurrent difficulties encountered by university students in the writing acquisition process, more specifically of academic genres (articles, reviews, abstracts, book report, dissertation, thesis, theoretical books, initiating projects scientific). As it’s known, the university course requires of the students the acquisition of the reading and writing scientific not only text content but different languages or typical level of academic genres. However, this appropriation is arduous and not always successful among university students. To know a little about this reality was applied a semi-structured questionnaire, composed of seven questions, for the 8th and 9th periods of the Pedagogia Course students (Federal University of Tocantins, Campus Arraias-TO). The data collected showed that the reading and writing academic genres habits are so few before what is expected for this level of education. This reality occurs as a result of the difficulty of understanding and little reading of academic genres (GTAs) by the university, the little explanation of the process of building these genres as well, by way of correction and evaluation of academic genres (GTAs), considered by the universities as insufficient for a real academic literacy.
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