Letramento acadêmico: análise sobre como manuais didáticos de metodologia abordam o ensino do gênero artigo acadêmico

Abstract

In view of the difficulties encountered by beginner academic regarding the writing of academic genres, we decided to analyze the relationship between standards of academic writing manuals and theoretical concepts that underlie. To this end, we analyze the chapters on scientific article of the following books: “Produção Textual na Universidade” by Désirée Motta-Roth and Graciela Hendges, and “Fundamentos de metodologia científica”, the linguists Marina Marconi and Eva Lakatos, which address the same theme. In this sense, the objective of this study is to demonstrate at what point the theories that underlie these books approach the sociorretórica proposal according to Swales, which is considered a reference in the theoretical studies of genres. For the theoretical basis, we use the following authors: Swales (1990/2004), Hyland (2000), Bernardino (2007) etc. First, we discuss literacy, gender and other related concepts. Then we analyze two academic writing methodology manuals, relating them with the theoretical and methodological proposal for Swales. Finally, we compare these manuals and we point out their differences and similarities. Thus, we conclude that this analysis can support both students and teachers with regard to assist them on the most relevant lexical choices for the production of knowledge in a given area, since each disciplinary culture has its own beliefs, nomenclatures and methodologies (Hyland, 2000). Regarding the teachers / researchers, this analysis indicates that the sociorretórica approach effectively contributes to the production process of academic genres, and consequently the development of scientific literacy, as will be seen in one of the investigated manuals.