| Summary: | The Brazilian government has adopted in the last decade the public policy of expansion of Brazilian Higher Education in order to strengthen processes of social inclusion. In this spirit, the government undertook the construction of new campi in far-from-the-shore cities. This study took place in one of these campi, which is located in a peripheral city of a big metropolis, where the course of English Teacher Education started in 2009. The course of academic writing for English teachers had as objective to develop the students’ writing together with their critical thinking. The pedagogy of writing we are suggesting, based on Giroux (1988) and Freire (2005), conceives writing as an epistemology, a mode of learning by seeking to find “the thematic universe” or “the cluster of generative topics” that the students wanted to research and write about. The writing process pursued the investigation of the students’ way of thinking of the “real” in the educational context through written language. The texts the students produced revealed transnational imaginaries and literacies that bring ruptures to the dominant model of transnational movements, may they be physical or virtual. In this context, we believe that the ethnographic approach adopted by the course to investigate the cultures and literacies of this community of students contributed to the development of the students’ academic writing skills and to an exchange of world views among the students and teacher that enriched the classroom as a learning space.
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