O trabalho com a produção do artigo científico: implicações na construção do letramento acadêmico e da autoria.

Abstract

The domain of the academic literacy has been widely recognized as insertion condition of undergraduate in production practices and socialization of knowledge in the academic world. Curriculum components devoted to the teaching of academic genres have been included in the curricula of some higher education courses in order to promote the improvement of skills for use and production of genres of academic sphere. Against this background, this research aims to investigate the effectiveness of curriculum components of teaching academic writing and its implications for the expansion of literacy of Pedagogy students from UFCG. Specific objectives, investigates (i) the impact analysis component and Academic Texts production in Academic Literacy of the students of the School of Education; (II) the linguistic and discursive mechanisms used to introduce written marks on academic article; and (III) the academic writing field of undergraduates revealed from the production article writing done in the Analysis and Production Academic Texts component. Therefore, we conducted a qualitative research participant type, in which we combine data exploratory, documentary and descriptive, using different data collection instruments - questionnaire, direct observation, interview, field diary and document analysis. The data were analyzed based on the theoretical assumptions of Sociorretórica (SWALES, 1990; BAZERMAN, 2011; MILLER, 1984, 2009; MOTTA-ROTH, 1995, 2010), the New Literacies Studies of, specifically from the perspective of the Academic Literacy (LEA and STREET, 1998; STREET, 2010, 2013; MARINHO, 2010) as well as from Bakhtin's notion of authorship (BAKHTIN, 2003). The data showed relative effectiveness of curriculum component investigated for the expansion of academic literacy of graduates of the School of Education, in view of the limitations found in results: (i) the written productions revealed the appropriation of formal aspects without the appropriation of discursive aspects in / for the production of academic text; (II) the students made little recurrent use of language resources - discursive to introduce written marks; and (III) the practice of plagiarism confirmed no control practices and knowledge required for the writing of specialized text. Several factors - notably, the time factor, the production conditions, the condition of entering - competed for not reaching a satisfactory mastery in producing the investigated gender.