SILVA, J. M.; http://lattes.cnpq.br/3993690337780342; SILVA, Juliana Marcelino.
Résumé:
This research expands the discussions developed about academic genres demanded in the scope of different areas of knowledge. The aforementioned theme arises as a result of the observation that university students, within their disciplinary fields, use specialized genres, according to the culture, genre, area and discipline in which they are located (LEA; STREET, 2014). Therefore, writing is present, directly or indirectly, with greater or lesser recurrence, in undergraduate courses, predominantly from subjects dedicated to the teaching of writing (SILVA; MARCELINO SILVA, 2019). However, there are almost no such subjects in undergraduate courses (HOFFNAGEL, 2010), and when there are, they do not always promote systematic teaching about academic genres (OLIVEIRA; LINO DE ARAÚJO, 2017). Therefore, this study aims to (1) map academic genres planned for production in subjects aimed at teaching writing, contemplated in the Pedagogical Project of the Course (PPC) of the Mathematics degree, at the Federal University of Campina Grande, Campina Grande campus and (2) to characterize the production conditions in which academic genres are demanded in the aforementioned disciplines, from the student's perspective. Theoretically, it is based on the conceptual apparatus linked to two theoretical currents: that of New Literacy Studies (STREET, 1984, 1993; GEE, 1996 [1990]) and that of discursive genres (BAKHTIN, 2003 [1952-1953]). Methodologically, it is situated in the field of Applied Linguistics and is developed in the light of the interpretive paradigm, under the qualitative approach (BOGDAN; BIKLEN, 1994), and according to the documentary typology (KRIPKA; SHELLER; BONOTTO, 2015), exploratory (GIL , 1994) and experiential (MICOLLI, 2006). The research corpus, explored on the basis of content analysis (BARDIN, 2002, [1977]), is of a hybrid nature, consisting of a documentary part - PPC of the Mathematics degree - and an empirical part - three semi-structured interviews, carried out with three students of the mentioned course. The results indicate different academic genres (research project, monograph, annotation, summary, review) foreseen for production in the subjects explored, particularly in the sections of menus and objectives that make up the course plans of these subjects, which are contemplated in the PPC. This prediction is reaffirmed in the students' own report, who characterize the demand of some of the genres foreseen, in the aforementioned disciplines, from similar production conditions, since the guidelines happen from the explanation of elementary characteristics of the genres, the transfer of prototype models for analysis and lists of text production criteria. Furthermore, the texts produced by the students have the teacher as the main recipient, given the predominance of the evaluative objective in the productions. The identification of the forecast and demand of academic genres, in the focused disciplines, is configured as productive, given the opportunity that students have to familiarize themselves with specific texts demanded in the academic sphere, as well as the possibility of exercising the production of these genres, in the context of schooling. Thus, the relevance of subjects focused on the teaching of writing in the academic curriculum is confirmed, since they constitute relevant institutional actions for the promotion of students' academic literacies, especially in disciplinary fields where writing is not privileged as an object of teaching. and reflection, as is the case of the degree in Mathematics, the focus of research.
