Representações sociais de estudantes de graduação sobre a escrita em cursos de letras-português.

Abstract

This work, motivated by the research question, which characterizes a representation of academic writing as a task that requires skill? The theoretical foundations are anchored in the phenomenon of Social Representations (MOSCOVICCI, 2013; SPINK, 1995; JOVCHELOVITCH; GUARESCHI, 1994), as well as in the theoretical-methodological framework of Sociodiscursive Interactionism (BRONCKART, 2012; 2006; 2008). The methodology used is qualitative, following the procedures of experiential-exploratory research (MICCOLI, 2014; MOREIRA; CALEFFE, 2008). In terms of data collection, teaching sessions were used for reflective institutions with groups of students from higher education schools located in the state of higher education institutions located in the state of higher education institutions. The corpus consists of a set of testimonies from these subjects. The data indicate that the characterizing elements of the representation of writing require the ability to present oneself from three tasks, namely: i) seek models of representation of writing; ii) recognize that writing requires work and effective; and iii) the truth. These, when mobilized, provide access to the promotion and socialization of knowledge brokered in the area of activity, as well as scientific training and the domain of knowledge in the academic sphere.