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.

摘要 本文围绕大学写作教与学展开研讨，以2017年第二学期开设的《学术文本读写》课程中修读该课程的数学专业二年级学生的调研实践为案例展开论述。本研究采用了一套旨在帮助学习者掌握学术摘要体裁的教学策略，该策略包含一系列再语境化（recontextualization）活动：学生需阅读与数学学科主题相关的科研论文，并据此撰写对应的学术摘要。为明确实践场景，要求参与调研的学生以论文作者的视角开展活动，将撰写的摘要提交至名为CAPES（Coordination for the Improvement of Higher Education Personnel）的期刊门户，供研究人员及其他学术从业者公开查阅。据此，本次研究期望通过调动语言与言说资源，使学生基于自身对体裁架构的理解，维持原文所采用的语体风格。本研究的核心问题聚焦于：在强调言说者身份定位、并对作者身份建构过程形成制约的再文本化（retextualization）过程中，"他者话语"与修课学生的话语之间存在何种界限？通过该教学策略的实施，本研究得以从宏观层面厘清：大学及其学科规训如何规制"他者"的话语场域，并保障写作的对话性维系。为得出上述结论，本研究采用了基于巴赫金（BAKHTIN, 2009）与福柯（FOUCAULT, 1996）的语言观，以及RINCK、BOCH、ASSIS（2015）的学术读写素养研究的理论框架，并采用兼具应用导向的质性研究方法。