DA ESCOLA À UNIVERSIDADE

a resenha crítica como caminho de letramento acadêmico no Ensino Médio

Abstract

This article analyzes the critical review as a strategy for integrating high school students into academic literacy practices within public education. The research was conducted with a third-year class from a state school in the countryside of Alagoas, through a didactic sequence involving critical reading and guided writing. Grounded in studies on sociocultural literacy and academic genres, we investigated how this practice contributes to the development of discursive and authorial competencies. The analysis revealed advances in textual organization, use of connectors, and the construction of a critical voice. We conclude that the critical review, when systematically implemented, fosters discursive autonomy and brings students closer to academic culture.