2025-12-102025-12-102025-10-28SILVA, Anna Carolina Picanço da. Letramento acadêmico e escrita colaborativa: potencialidades e desafios do uso de Word e Google Docs no Ensino Superior. Orientadora: Maria da Conceição Azevêdo. 2025. 23 f. Trabalho de Curso (Licenciado em Letras - Língua Portuguesa) – Faculdade de Letras, Campus Universitário de Bragança, Universidade Federal do Pará, Bragança, 2025. Disponível em: https://bdm.ufpa.br/handle/prefix/8986. Acesso em: .https://bdm.ufpa.br/handle/prefix/8986This research investigated the potentialities and challenges faced by first-year students of the Portuguese Language program at the Federal University of Pará, Bragança Campus, in the production of the summary genre in a collaborative writing context, using Microsoft Word and Google Docs. Itis grounded in contributions from scholars who discuss academic literacy, textual genres, and collaborative writing, such as Ferreira and Lousada (2016), Kleiman (1995), Bezerra (2012), Laranjeira, Miranda, and Paris (2022), Agustini and Bertoldo (2017). The methodology adopted both qualitative and quantitative approaches, involving in-person and virtual observations carried out during the course “Workshop on Academic Text Production II.” The results showed that most students experience difficulties with ABNT standards, selecting essential information, and maintaining textual cohesion, which are linked to the lack of prior experience with the genre and limited use of digital tools. Google Docs was recognized as a facilitator of collaborative writing, although formatting limitations led some student groups to migrate the text to Word in the final stage. It was also found that predominant access via mobile phones restricts the use of advanced features. The study concludes that academic leveling, combined with digital literacy, is essential for overcoming technical and cognitive barriers. It highlights the need for various actions, such as increasing practice time, incorporating diverse academic genres, and offering workshops that integrate digital tools, academic standards, and collaborative writing, in order to enhance students’ academic literacy.Acesso AbertoLetramento acadêmicoResumoEscrita colaborativaFerramentas digitaisAcademic LiteracySummaryCollaborative writingDigital toolsCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMTrabalho de Curso - Graduação - ArtigoAttribution-NonCommercial-NoDerivs 3.0 Brazil