ABSTRACT
This paper discusses dominant trends in the relationship of Tutorial Education Programs (PET) students with knowing how to write at a Brazilian federal university, to understand what mobilizes and gives meaning to this relationship toward academic literacy practices. The notions of relationship to knowledge of Charlot, the relationship to writing of Barré-De Miniac as well as the academic literacy model discussed by Lea and Street served as the theoretical basis for the analysis. Semi-structured interviews were conducted with 26 undergraduate students of different areas and disciplines, who participated in the Tutorial Education Program (PET). Three ideal types of relationship to knowledge involving writing process were identified, which allowed us to understand the dominant trends in the relationship studied: basis for the future, supply of needs and participation mark.
Keywords:
Relationship to Knowledge; Academic Literacy; Relationship to Writing