University and knowledge production in initial formation: a didactic strategy for the teaching of academic writing

Abstract

This article aims at discussing the teaching and learning of writing in the university, by presenting an investigative experience with academics from the second period of Mathematics enrolled in the discipline Academic Texts Reading and Writing, which took place in the second semester of 2017. The execution of the research considered the application of a didactic strategy for the appropriation of the academic genre abstract consisting of re-contextualization activities in which the student should read a scientific paper related to the subject matter of Mathematics for the purpose of writing it corresponding abstract. To situate the practice, the academic students were asked to place themselves in the position of the author of the article whose objective would be to post the summary of it in a journal portal known as CAPES (Coordination for the Improvement of Higher Education Personnel) for open consultation to researchers and other academics. Therefore, it was expected that the mobilization of linguistic and enunciative resources maintained the tone assumed in the article from the perspective of the genre architectural organization given by the students. The research question revolved around the following question: what are the limits between the word of the other and that of the academic students, considering a process of retextualization that stresses the places destined to the enunciators and puts in check the process of authorship? From withing the use of such a strategy, it was understood, albeit panoramically, how the university and its subject matters regulate the discursive universe of the other and guarantee the dialogical maintenance of writing. To reach this conclusion, a theoretical framework based on the bakthinian and foucaultian conceptions of language (BAKHTIN, 2009; FOUCAULT, 1996) and academic literacy studies (RINCK, BOCH, ASSIS, 2015) was adopted, following a methodology of qualitative approach with applied purposes.

Keywords:
academic writing; didactic strategy; knowledge production