A escrita acadêmica do pesquisador aprendiz: abstracts em eventos científicos.

Abstract

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.