This study discusses a recurring problem in the undergraduate (private and public), academic literacy. Based on this premise, the research reflects on teaching practices aimed at the development of skills and abilities in reading, among them: the ability to read different texts, interpret and produce texts aligned with the logic of academic-scientific knowledge, disseminate schooling and literary literacy. The general objective of this study was to analyze how the academic literacy practices fostered by the discipline of Reading and Text Production Practice, offered in the Social Service Course of the State University of Tocantins (UNITINS), Palmas Campus, contribute to the formation of readers. The guiding question was: how have the Reading and Text Production Practice classes offered in the UNITINS Social Service Course have promoted such scientific literacy practices, within the scope of remote teaching caused by the new coronavirus pandemic? To this end, qualitative and field research was carried out between August and September 2021. The target audience consisted of 42 participants (41 students and 1 teacher) and the data collection instrument was an on-line questionnaire. In the end, it was found that even promoting skills and abilities in the academic-scientific scope, the classes offered remotely brought damages to the teaching and learning process, due to several factors, such as the place where students attend those classes did not offers learning conditions, depending on the noise, movement of people and others. The course was also marked, according to the participants, by demotivation and sadness, sometimes caused by the distance from the classroom and colleagues, by the excess of activities, by the absence of the teacher, by the lack of interaction as it used to happen in the classroom classroom. Therefore, the learning promoted by the subject studied occurred, for some, in a more accentuated way, for others, in a medium way, not fully contemplating the proposed knowledge.
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