Uso de fontes de pesquisa na escrita de artigos científicos de pesquisadores experientes

Abstract

With the accelerated expansion of digital technologies in our society and their presence/insertion in the educational and/or academic-scientific environment, a concern arises in the university context regarding the ability to locate, select, evaluate, synthesize and cite external sources in scientific writing, thus constituting such a capacity as a key element of academic literacy (BURTON; CHADWICK, 2000). Sharing this concern, we aim, in the present study, at examining how experienced researchers mobilize their external research during the writing of the scientific texts they produce, focusing, more specifically, on aspects such as quantity of cited sources, publication vehicle, language of publication and year of publication. Based on works about academic literacy, use of research sources and citational practices developed by scholars such as Burton and Chadwick (2000), Pecorari (2003, 2006, 2015), McClure and Clink (2009) and Howard, Serviss and Rodrigue (2010), among others, we performed a descriptive-exploratory analysis of 10 scientific articles written linguists scholars who publish in journals in the field of Linguistics. The results indicate that the condition of expertise and familiarization with literacy practices corroborate for experienced researchers to reveal a (more) adjusted scientific writing, regarding the selection and use of research sources, to conventions established in the scientific universe and in its disciplinary culture.