Escrita acadêmica no Curso de Geografia: uma análise de experiências discentes

Abstract

In this article, the objective is to identify which genres are written by undergraduate students in Geography at a Brazilian federal university and under what conditions of production this demand occurs, based on their own experiences. It is based on the concepts of discursive genres and their conditions of production (BAKHTIN, 2003 [1952-1953]). Methodologically, it is developed in the light of the interpretive paradigm, framing itself as a qualitative research (BOGDAN; BIKLEN, 1994), of the hybrid type - exploratory (GIL, 1994) and experiential (MICOLLI, 2006, 2014) -, whose participants are students of the referred course. The transcription records of the semi-structured interviews were carried out, which integrate a set of data from a broader research on writing in academic contexts, are explored based on content analysis (BARDIN, 2002 [1977]). The analysis of these students’ experiences with academic writing shows what they write in their course, for whom, for what and how. We highlight texts belonging to different discursive genres, either from training (reviews, abstracts), or from specialists (scientific articles), with at least two readerships - one more specific and predominant, located within the classroom (professor, students and monitor of the discipline) and a larger one, located outside the classroom, but still in the academic sphere (readers of the annals of events and book chapters). These genres are repeatedly written to serve evaluative purposes, direct or indirect. Therefore, the demand is usually anchored in the presentation of models (general and specific) of the genres to be written and, in some cases, it is followed by the feedback of the reader.