Academic literacies in the perspective of genre

Assuming that the success of students in graduate courses depends on their skill to understand and produce the genres required by the academic setting, this work aims to investigate to what extent these courses contribute to the literacy of students in academic genres. It still discusses the relationship between students' expectations and the effectively acquired ability to produce and understand genres such as summaries, reviews, research projects and monographs. To answer the questions that guided this research, two procedures were adopted: first, questionnaires were administered to students from a specialization course on teaching of Portuguese language. Then, we analyzed a corpus of 10 monographs for completion of the course, with their respective drafts, to reflect the construction process. The results indicate that, despite contact with various academic genres, students encounter significant difficulties, especially in writing, the most critical example being the production of the monograph for course completion.