A produção de artigos científicos em cursos de pós-graduação: estratégias pedagógicas e seus resultado.

Abstract

The teaching of academic writing based on textual genres is guided, within the scope of Rhetorical Studies of Genres, by approaches classified as explicit, implicit, or interactive, in which the latter contemplates both aspects of explicit teaching and immersion in real situations of interaction required by implicit approaches. In this thesis, the aim was to analyze the approaches applied in teaching such a scientific article in higher studies. For this purpose, based on the socio-rhetorical approach and the CARS (Create a Research Space) model proposed by Swales (1990; 2004), the introductions of 30 articles written by post-graduate students as final works of subjects were analyzed. The students involved in this thesis came from the field of applied linguistics. Furthermore, through a questionnaire generated on Google platforms, we sought to capture the students' perceptions on the pedagogical and textual-discursive aspects involved in writing. Thus, the results contribute to the understanding of the genre's literacy process and the pedagogical strategies that facilitate this acquisition and to observe how the linguistic and rhetorical characteristics of this community are carried out.