A produção de gêneros acadêmicos de graduandos da UFRN: um estudo sobre escrita mobilizadora de conhecimento

Abstract

This study analyzes the writings of undergraduate students to understand how the voice of others is moved from one text to another and to what extent they leave or not traces of constructions that mobilize knowledge. Through the writing of book reports, summaries and reviews, we investigated how undergraduates mobilize different voices and whether, when incorporating the speeches, they show traces of a writing that mobilizes knowledge, and what linguistic strategies can be observed from this academic writing. The productions are seen, in this investigation, as a product that says about the process of forming undergraduates, as a writing that demands knowledge about linguistic ways of dealing with discourses about the social sphere in which this writing takes place and for which it is intended. From this perspective, we observe the texts based on the following questions: How do undergraduates materialize the voice of others when moving them from one text to another? What linguistic traits can be identified as writing that mobilizes knowledge in the production of files, summaries and reviews? How does the student move the discourses of a text when incorporating other voices? And how can the student, by producing more than one version of the text, in the context of remote classes, manage to create space for the construction of a mobilizing writing? We raised as a presupposition the idea that in the writing of book reports, summaries and reviews, one can observe the way in which the undergraduate, when moving different voices, incorporates the discourses, allowing to see or not linguistic forms of a writing that mobilizes knowledge. Our corpus of analysis consists of the writings and rewritings produced by fifteen students of a Leitura e Produção de Textos Acadêmicos I discipline at UFRN (2020.2), in the context of remote classes as a result of the Covid-19 pandemic. From this total, we selected texts produced by five students to compose the cut of the analyses. As a theoretical contribution, we sought Pêcheux's (1997) studies on the subject-form in discourse; Maingueneau (1997) to investigate the forms of reported discourse; Fuchs (1985) on linguistic paraphrase; and AuthierRevuz (1990; 2004; 2007) for the allusion to the discourse of the other. In this direction, the results obtained permitted us to raise, in the discursive thread of writing, the idea that students, when moving the voices of a text, tend to select in the 1st version the most relevant writings and take them for rewriting. In the 2nd version, by interpellation of the other, in a biased way, students rewrite only the points addressed in the teacher/tutor's guidance. In this way, we were able to perceive through the linguistic/discursive traces mobilizing writings only in the production of summaries and reviews.