O pensar teórico e empírico em um curso de escrita acadêmica em inglês: por uma relação de agência do indivíduo com a língua

Abstract

A educação não tem privilegiado o pensamento teórico, apesar de ser possível proporcioná-lo no ensino escolar, segundo os pressupostos do ensino desenvolvimental. Neste artigo, analizo o desenvolvimento do pensamento teórico de uma aluna (LA) ao resolver um problema em um curso de escrita acadêmica em inglês. O curso foi criado com base no ensino desenvolvimental que objetivou trabalhar o conceito abstrato de língua (língua« contexto social) manifestado em gêneros textuais. Pela análise dos dados, LA mostra sinais dessa forma de pensar, mas ainda vinculada a uma concepção empírica da língua. As regras são aceitas sem questionamentos e desconectadas da sua origem. Concluo que o ensino de línguas não favorece o desenvolvimento do pensamento teórico e, como consequência, o usuário possui menos agência para usar essa importante ferramenta constituinte da sua cognição.
 

A atividade de publicação internacional de pesquisadores brasileiros: um recorte comparativo nas áreas de ciências sociais aplicadas e engenharia

“…In general, poor background is blamed for the weak writing skills displayed by students, and little action is taken to remedy the situation. General academic literacy courses described by Stella & Silva (2018) Ferreira (2018) and confirmed by the survey in the study. Although the intentions of the organisers of these workshops may be the best, these short sessions rarely go beyond superficial advice to potential authors and accomplish very little in terms of writing instruction.…”

Brazilian researchers’ activity in international publication: a comparative view between Applied Social Sciences and Engineering

“…Common pedagogical interventions in English for Research Publication Purposes (ERPP) may come in the form of workshops and short courses offered at universities and research institutions -as indicated by Ferreira (2018) and confirmed by the survey in the study. Although the intentions of the organisers of these workshops may be the best, these short sessions rarely go beyond superficial advice to potential authors and accomplish very little in terms of writing instruction.…”

“…Although an increase in the demand for more solid, genre-based courses on writing for publication in English such as the one described by Ferreira (2018) has been observed recently 9 , there are still few 9…”

“…As the literature indicates (Ferreira, 2018(Ferreira, , 2021Motta-Roth, 2011), Brazil lacks policies for the provision of academic literacy in Portuguese as well as in English. Figure 17 (Activity 5) illustrates the contradictions in the activity of producing subjects -postgraduate students, and novice researchers -who are prepared to write academic genres competently as a significant part of their academic lives.…”

“…Thus, the tools are not adequate to mediate the achievement of the goal. The literature indicates that in the absence of regular academic literacy and writing instruction (Sousa & Fuza, 2021), the most common interventions are short workshops (Ferreira, 2018) and support from theses supervisors (Martinez & Graf, 2016;Junaid, 2021). The former usually consist of pieces of advice from an experienced researcher who is successful at publishing, while the latter rarely promotes the autonomy of the novice researcher/ graduate student.…”