O gênero oral qualificação de projeto de pesquisa: uma experiência didática no ensino de leitura e produção de textos acadêmicos

Abstract

After entering Higher Education, new genres, especially of academic nature, are presented to undergraduates, who begin to experience a new universe of possibilities. This article investigates the oral genre of research project evaluation, within the scope of the Reading and Academic Text Production (LPTA) discipline, in the 2019.2 semester, in partnership with the Academic Writing Laboratory, at the Federal University of Ceará. The general objective of this research is to analyze the interference that practices with academic genres generate in these students in terms of academic literacy. In the theoretical foundation, the work is based on Soares (1998), Marcuschi (2008), and Swales (1990). The methodology adopted was a qualitative approach, with an exploratory character (PAIVA, 2019), using the method of digital ethnography (HINE, 2015), and the procedure of a structured interview with 3 questions, which sought to outline the developments of the discipline. The results suggest that the experiences lived within the scope of LPTA create three major implications: the understanding of the modus operandi of this oral genre, academic empowerment, and early awareness. Finally, the study states that critical thinking in the academic environment is fundamental to deal with the social demands that we have inside and outside the academy. The early learning of genres can be configured as a fundamental decision for both theoretical and practical issues, of empowerment and affirmation.