Repositório RCAAP

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This article focuses on the discussion of the conflicts and possibilities involved in the writing of theoretical concepts and subsequent production of summaries mediated by the WhatsApp application, in the context of remote learning, in the Linguistic Studies II discipline, of the Letters Course at the Federal University of Agreste of Pernambuco. We start from the understanding that the analysis of academic literacy practices (LEA; STREET, 1998; LILLIS, 1999; FIAD, 2011, 2013, 2016) take place in dialogical relationships (BAKTHIN, 1992, 2003) and socio-historically circumscribed in contexts that evidence actions and tactics (DE CERTEAU, 2002) of the subjects in the movements undertaken in the activity of writing. Adopting an evidential (GUINZBURG, 1986) theoretical-methodological point of view, we will analyze an academic writing experience in remote education and evaluate the intervention of technology (LÉVY, 1993; MIRANDA, 2016), in addition to aspects that configure the textual and discursive nuances (BARROS, 2021) of writing at the University.

This paper aims to observe the results achieved from an extension course held with undergraduate students of the Federal University of Sergipe (UFS) in 2019, with a focus on academic reading and writing. For this purpose, based on a documentary and descriptive methodology, supported by a qualitative-quantitative approach, an analysis of the production of an informative summary was carried out, requested from the participants at the end of the extension activity. The corpus consists of fourteen texts, analyzed using structured criteria according to the compositional characteristics of the genre, described in NBR 6028: 2003 of ABNT (Brazilian Association of Technical Standards). Thus, this work is in line with studies of academic literacy practices, so the theoretical framework is based on discussions by Lea and Street (1998), Fischer (2008), Marinho (2010) and other authors. The analysis of the texts reinforces the relevance of holding academic literacy events during undergraduate courses, as the participants were able to expand the use of textual-discursive aspects and they started to more adequately meet the structural criteria of gender.

The objective of this project is to investigate the rhetorical moves and voices that forge academic literacies in activities of writing and reading of incoming English Language students from the State University of Londrina and the State University of Paraná. Therefore, we offered a scientific article reading workshop in which they had to produce annotations and reading diaries. Besides these written productions, we applied a questionnaire of socio-cultural profiles and learning necessities to recognize their characteristics, and an inventory of problem situations (both on google forms) to identify the participant’s perceptions about teaching situations. To analyze the didactic action developed, we used the provisional coding based on the constitutive elements from the two genres and the voices mobilized by the students on written productions. Regarding the questionnaires and inventories, we made the tabulations and interpretations using our theoretical foundation, especially ideological literacies and academic literacies. As result, we understood that ideological literacies have much more space in the academia through the reading diaries than the annotations. The annotations are more partial, and follow the thought of the text’s author, disregarding the world view of the reader. On the reading diaries, on the other hand, the reader has space to relate to several different social voices.

The objective of this study is to problematize the reported discourse in research writing in academic literacy practices. The study of forms of discursiveness of this practice in the academic sphere, is justified in order to value the relationship of this discourse with its externality in different disciplinary areas. Under the sociocultural perspective from the literacies, the French-oriented Discourse Analysis and the dialogism (Bakhtinian Circle), research writing ceases to be seen solely as a means of dissemination to be analyzed as a material device that directly participates in the production of knowledge. The data come from a discipline in the context of stricto sensu courses in the South and Southeast regions of Brazil. Problematizations emerge as necessary gestures for the production of the academic-scientific text: i. the critical distance concerning common sense, ii. the dialogical construction of the citation, manifested by the reported discourse; iii. the awareness about the recursion between theories and the research itself; iv. the ability to manage and understand sources of consultation and; v. the development of knowledge necessary for the writing practices of the scientific domain. The results, consequently, highlight the interdiscursivity as constitutive of the reported discourse, which is destabilizing, which potentiates processes of transformation of meanings in research writing.

The purpose of this article is to describe and analyze a didactic approach proposal of the academic article (AA) genre, in the Portuguese teaching degree, at a Brazilian university. It is based on the studies of Academic Literacies, particularly on the academic writing teaching approaches proposed by Lea and Street (1998) – study skills, academic socialization and academic literacies. The didactic approach of the AA is directed to a group of the discipline Special Topics in Language – Academic Genres, offered remotely, in 2021, with synchronous and asynchronous classes. The didactic actions developed in the class are organized in three moments: (1) Academic research in Linguistics: what is it and how is it done ?; (2) Academic article in Linguistics: what is it and how is it done? and (3) Scientific production: from the research project to the academic article. The culmination of the development of these didactic actions is the submission of a summary of the EAA produced in the discipline for an academic event in the area of Portuguese teaching degree. The elaboration of this proposal is evaluated as productive, mainly because it provides students with formative feedback (WINGATE, 2010) of the written texts, moments of talk around the text (IVANIC, 1998), about the text history (LILLIS, 2003), favoring a more fruitful dialogue on academic writing.