MENESES, R. A.; http://lattes.cnpq.br/4651746102502504; MENESES, Roberta Andrade.
Resumo:
This master’s dissertation studies undergraduate research-apprentices academic writing
materialized in the academic scientific genre abstract. Regarding this theme, both in terms
of informal observation, result of experience as a student and teacher, and in terms of
systematic study (LEA e STREET, 1996; FISCHER, 2008; UYENO, 2010; FERREIRA e
MENESES 2012), undergraduate students face difficulties in producing texts in the
academy and it proves to be a recurring reality. We believe that such difficulties are not
limited to failure during writing developmental process in primary education, but comprise a
complex scenario of learning and adaptation that confronts writing practices students
already have and new practices required by the academy. In this sense, by the time
students enter higher education, they find themselves unfamiliar with scientific speech
specificities, which marks many genres of academic domain, requiring a reality processing
work whose production, although individual, is only possible from a social substrate. Based
on these considerations, the general objective of this dissertation is to study the types of
academic writing representations in the CIC-UFCG (Scientific Initiation Congress of the
Federal University of Campina Grande) and its relation to assumption levels to researcher’s
voice. From this, the specific objectives are sought: 1) Identify normative aspects of
academic writing representation in CIC-UFCG; and 2) to analyze socio-discursive factors
related to academic writing representations built by research apprentices within the CICUFCG.
Therefore, we developed a research grounded in qualitative paradigm of hybrid
nature, as it gathers documentary and descriptive procedures. The corpus analysis is
segmented into three groups – a) Standards and models available for written production in
CIC-UFCG; b) Abstracts from different areas, published by the CIC-UFCG; c)
Questionnaires. The selected theoretical background dates back to approaches that are
interested in linguistic behaviors in specific contexts, such as the studies about genre in
linguistic traditions as well as rhetoric and sociological traditions (BAZERMAM, 1995,
2006a, 2006b, 2007; BHATIA, 1993, 2009; MOTTA-ROTH e HENDGES, 1996, 2010;
SWALES,1990, 2000, 2009); the Literacy Studies, specifically Academic Literacy (LEA e
STREET, 1996; STREET, 2010, DIONÍSIO e FISCHER, 2010); as well as aspects of
Pragmatic Studies (MEY, 2001) and the Theory of Social Representations
(JOVCHELOVITCH, 1994; MOSCOVICI, 2013). From the analysis of the data, the results
indicate that the CIC-UFCG brings together different representations of academic writing;
also indicate that the Academic Literacy is evidenced when the author - apprentice
researcher - is able to tout his writing, signing up the speech by the assumption to the
researcher's voice. In addition, it appears that abstracts of authors from different areas show
a different performance when it comes to meet expectations with respect to the ethos of
academic and scientific community. Thus, it appears necessary that discussions on
academic writing genres are held by questioning how the disciplines of different areas can
take its own diction, able to attest to the construction of knowledge, the role of scientific
research, through the effective manipulation of genres.