2026-08-042026-08-042026-07-03PEREIRA, Juliana Melo. Perspectivas de letramento acadêmico nos Projetos Pedagógicos de Cursos de licenciatura de uma universidade pública na Amazônia paraense. Orientadora: Maria da Conceição Azevedo; Coorientador: Deyglyson Luan de Oliveira Ferreira. 2026. 18 f. Trabalho de Curso (Licenciado em Letras - Língua Portuguesa) – Faculdade de Letras, Campus Universitário de Bragança, Universidade Federal do Pará, Bragança, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/9829. Acesso em: .https://bdm.ufpa.br/handle/prefix/9829This article aims to analyze how academic literacy is conceived in the Pedagogical Course Projects (PPC) of undergraduate teacher-training programs, seeking to identify which literacy models guide the formative proposals. The research is grounded in the studies of Brian Street and Mary Lea, especially from the perspective that these authors understand reading and writing practices as socially situated, permeated by power relations, identity, culture, and meaning-making. The study provides a critical reflection on the alignment (or mismatch) between institutional guidelines and the actual reading and writing needs of undergraduate students. Based on a documentary analysis, the results indicate that the curricula are still mostly tied to an instrumental view (study skills and academic socialization models), with little openness to emancipatory practices. It concludes that rethinking literacy within the PPCs is essential to overcome academic exclusion and to train future teachers who are deeply aware of the social impacts of language.Acesso AbertoLetramento AcadêmicoProjetos Pedagógicos de CursoModelos de LetramentoAcademic LiteracyPedagogical Course ProjectsLiteracy ModelsCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICATrabalho de Curso - Graduação - ArtigoAttribution-NonCommercial-NoDerivs 3.0 Brazil