A escrita acadêmica nas vivências escolares: potencialidades e dificuldade
Autor(a) principal: | |
---|---|
Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://repositorio.pucsp.br/jspui/handle/handle/26493 |
Resumo: | In the academic field, many students, when producing a text, identify their criteria as a situation that hinders and restricts their writing process. In this process, students mobilize their repertoire, experiences and interests to develop authentic and, at the same time, legitimate textual expression in the academy. However, they are faced with criteria and requirements that prescind the subject who writes (student), don't negotiate with him and, often, without proper means of access and learning conditions, inhibits writing activity. The perception of the problem as an individual issue enforces the attribution of the problem to the subject, in a meritocratic perspective, and as an expression of academic failure. This work aimed to contribute to the understanding of this process, having as a horizon to recognize and legitimize the complex process of meaning creation for students on academic writing, subsidize and strengthen intervention actions at the individual and collective scopes, based on socio-historical psychology, based on the assumption of that the process of human constitution takes place through mediations, social situations of development that can affect students as conditions that restrict or emancipate them. This research had three master's students from an HEI in São Paulo and the meeting took place online due to the situation of the COVID-19 pandemic. The focus of the investigation was to privilege as a procedure the listening in a conversation circle of the experiences in the schooling process with the objective of researching the relationship between academic trajectory and self-perception of writing ability in graduate students. A comprehensive analysis of the data was carried out based on the theoreticalmethodological assumptions and categories of historical-dialectical materialism and socio-historical psychology. The study points out medicalizing experiences producing suffering and situations of exclusion. Elaborations made by the subjects in the face of the identification of problems, difficulties, anxieties, stories and hopes in common stand out. This research shows that, in collective settings, students welcome difference and, when telling their story aloud, or listening to a story that belongs to a colleague, but which brings fragments of something that brings them together, they engage in seeking possibilities of overcoming difficulties, constituting new meanings for their school history and the production of a powerful and scientific writing. We emphasize the need to broaden the discussion and implementation of educational activities that aim to recognize and legitimize the complex process of production of academic writing, subsidizing and strengthening intervention actions at the individual and collective levels |
id |
PUC_SP-1_88bd60ed941bdb9a05ca2e45d6677220 |
---|---|
oai_identifier_str |
oai:repositorio.pucsp.br:handle/26493 |
network_acronym_str |
PUC_SP-1 |
network_name_str |
Biblioteca Digital de Teses e Dissertações da PUC_SP |
repository_id_str |
|
spelling |
Antunes, Mitsuko Aparecida Makinohttp://lattes.cnpq.br/1548595071478367http://lattes.cnpq.br/6331179035399393Nery, Jaqueline Lima da Silva2022-07-04T15:50:11Z2022-07-04T15:50:11Z2022-05-10Nery, Jaqueline Lima da Silva. A escrita acadêmica nas vivências escolares: potencialidades e dificuldade. 2022. Dissertação (Mestrado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação da Pontifícia Universidade Católica de São Paulo, São Paulo, 2022.https://repositorio.pucsp.br/jspui/handle/handle/26493In the academic field, many students, when producing a text, identify their criteria as a situation that hinders and restricts their writing process. In this process, students mobilize their repertoire, experiences and interests to develop authentic and, at the same time, legitimate textual expression in the academy. However, they are faced with criteria and requirements that prescind the subject who writes (student), don't negotiate with him and, often, without proper means of access and learning conditions, inhibits writing activity. The perception of the problem as an individual issue enforces the attribution of the problem to the subject, in a meritocratic perspective, and as an expression of academic failure. This work aimed to contribute to the understanding of this process, having as a horizon to recognize and legitimize the complex process of meaning creation for students on academic writing, subsidize and strengthen intervention actions at the individual and collective scopes, based on socio-historical psychology, based on the assumption of that the process of human constitution takes place through mediations, social situations of development that can affect students as conditions that restrict or emancipate them. This research had three master's students from an HEI in São Paulo and the meeting took place online due to the situation of the COVID-19 pandemic. The focus of the investigation was to privilege as a procedure the listening in a conversation circle of the experiences in the schooling process with the objective of researching the relationship between academic trajectory and self-perception of writing ability in graduate students. A comprehensive analysis of the data was carried out based on the theoreticalmethodological assumptions and categories of historical-dialectical materialism and socio-historical psychology. The study points out medicalizing experiences producing suffering and situations of exclusion. Elaborations made by the subjects in the face of the identification of problems, difficulties, anxieties, stories and hopes in common stand out. This research shows that, in collective settings, students welcome difference and, when telling their story aloud, or listening to a story that belongs to a colleague, but which brings fragments of something that brings them together, they engage in seeking possibilities of overcoming difficulties, constituting new meanings for their school history and the production of a powerful and scientific writing. We emphasize the need to broaden the discussion and implementation of educational activities that aim to recognize and legitimize the complex process of production of academic writing, subsidizing and strengthening intervention actions at the individual and collective levelsNo campo acadêmico muitos estudantes, ao produzirem um texto, identificam seus critérios como uma situação que dificulta e cerceia seu processo de escrita. Nesse processo, os estudantes mobilizam seu repertório, experiências e interesses para elaborar expressão textual autêntica e, ao mesmo tempo, legítima na academia. No entanto, deparam-se com critérios e requisitos que prescindem do sujeito que escreve (estudante), de modo a não negociar com ele e, muitas vezes, sem as formas de acesso e condições de aprendizagem, inibindo sua atividade de escrita. A percepção do problema como uma questão individual permite a atribuição do problema ao sujeito, numa perspectiva meritocrática, e como expressão do fracasso acadêmico. Este trabalho pretendeu contribuir com a compreensão desse processo, tendo como horizonte reconhecer e legitimar o complexo processo de significação de estudantes sobre a escrita acadêmica, subsidiar e fortalecer ações interventivas no âmbito individual e coletivo, fundamentadas na psicologia sócio-histórica, partindo do pressuposto de que o processo de constituição humana se dá por meio de mediações, situações sociais de desenvolvimento que podem afetar os estudantes como condições que os restringem ou os emancipam. Esta pesquisa contou com três estudantes de mestrado de uma IES paulista e encontro ocorreu online devido a situação da pandemia de COVID-19. O foco da investigação foi privilegiar como procedimento a escuta em roda de conversa das vivências no processo de escolarização com o objetivo de pesquisar as relações entre trajetória acadêmica e autopercepção da capacidade de escrita em estudantes de pós-graduação. Realizou-se a análise compreensiva dos dados com base nos pressupostos e categorias teórico-metodológicas do materialismo histórico-dialético e da psicologia sócio-histórica. O estudo aponta experiências medicalizantes produzindo sofrimento e situações de exclusão. Destacam-se elaborações feitas pelos sujeitos em face da identificação de problemas, dificuldades, angústias, histórias e esperanças em comum. Esta pesquisa mostra que, em cenários coletivos, os estudantes acolhem a diferença e, ao contar sua história em voz alta, ou ao escutar uma história que é do colega, mas que traz fragmentos de algo que os aproxima, se engajam em buscar possibilidades de superação de dificuldades, constituindo novos sentidos para sua história escolar e a produção de uma escrita potente e científica. Salientamos a necessidade de ampliar a discussão e a implementação de atividades educativas que visem a reconhecer e legitimar o complexo processo de produção da escrita acadêmica, subsidiando e fortalecendo ações interventivas no âmbito individual e coletivoConselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPqporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Psicologia da EducaçãoPUC-SPBrasilFaculdade de EducaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONALEscrita acadêmicaPós-graduaçãoInclusão-exclusãoQueixa escolarAcademic writingPostgraduate studiesInclusion-exclusionSchool complaintA escrita acadêmica nas vivências escolares: potencialidades e dificuldadeinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPORIGINALJaqueline Lima da Silva Nery.pdfapplication/pdf761636https://repositorio.pucsp.br/xmlui/bitstream/handle/26493/1/Jaqueline%20Lima%20da%20Silva%20Nery.pdfa66b96ffac928d603f400b3b787b82baMD51TEXTJaqueline Lima da Silva Nery.pdf.txtJaqueline Lima da Silva Nery.pdf.txtExtracted texttext/plain135248https://repositorio.pucsp.br/xmlui/bitstream/handle/26493/2/Jaqueline%20Lima%20da%20Silva%20Nery.pdf.txtbb33eeed4dfa2bb717f2ec4bcfff9f5cMD52THUMBNAILJaqueline Lima da Silva Nery.pdf.jpgJaqueline Lima da Silva Nery.pdf.jpgGenerated Thumbnailimage/jpeg1131https://repositorio.pucsp.br/xmlui/bitstream/handle/26493/3/Jaqueline%20Lima%20da%20Silva%20Nery.pdf.jpg8dc20db9def40b86250e9ffcf6ca165cMD53handle/264932022-07-05 10:43:52.847oai:repositorio.pucsp.br:handle/26493Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-07-05T13:43:52Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.pt_BR.fl_str_mv |
A escrita acadêmica nas vivências escolares: potencialidades e dificuldade |
title |
A escrita acadêmica nas vivências escolares: potencialidades e dificuldade |
spellingShingle |
A escrita acadêmica nas vivências escolares: potencialidades e dificuldade Nery, Jaqueline Lima da Silva CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL Escrita acadêmica Pós-graduação Inclusão-exclusão Queixa escolar Academic writing Postgraduate studies Inclusion-exclusion School complaint |
title_short |
A escrita acadêmica nas vivências escolares: potencialidades e dificuldade |
title_full |
A escrita acadêmica nas vivências escolares: potencialidades e dificuldade |
title_fullStr |
A escrita acadêmica nas vivências escolares: potencialidades e dificuldade |
title_full_unstemmed |
A escrita acadêmica nas vivências escolares: potencialidades e dificuldade |
title_sort |
A escrita acadêmica nas vivências escolares: potencialidades e dificuldade |
author |
Nery, Jaqueline Lima da Silva |
author_facet |
Nery, Jaqueline Lima da Silva |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Antunes, Mitsuko Aparecida Makino |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1548595071478367 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6331179035399393 |
dc.contributor.author.fl_str_mv |
Nery, Jaqueline Lima da Silva |
contributor_str_mv |
Antunes, Mitsuko Aparecida Makino |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL |
topic |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL Escrita acadêmica Pós-graduação Inclusão-exclusão Queixa escolar Academic writing Postgraduate studies Inclusion-exclusion School complaint |
dc.subject.por.fl_str_mv |
Escrita acadêmica Pós-graduação Inclusão-exclusão Queixa escolar |
dc.subject.eng.fl_str_mv |
Academic writing Postgraduate studies Inclusion-exclusion School complaint |
description |
In the academic field, many students, when producing a text, identify their criteria as a situation that hinders and restricts their writing process. In this process, students mobilize their repertoire, experiences and interests to develop authentic and, at the same time, legitimate textual expression in the academy. However, they are faced with criteria and requirements that prescind the subject who writes (student), don't negotiate with him and, often, without proper means of access and learning conditions, inhibits writing activity. The perception of the problem as an individual issue enforces the attribution of the problem to the subject, in a meritocratic perspective, and as an expression of academic failure. This work aimed to contribute to the understanding of this process, having as a horizon to recognize and legitimize the complex process of meaning creation for students on academic writing, subsidize and strengthen intervention actions at the individual and collective scopes, based on socio-historical psychology, based on the assumption of that the process of human constitution takes place through mediations, social situations of development that can affect students as conditions that restrict or emancipate them. This research had three master's students from an HEI in São Paulo and the meeting took place online due to the situation of the COVID-19 pandemic. The focus of the investigation was to privilege as a procedure the listening in a conversation circle of the experiences in the schooling process with the objective of researching the relationship between academic trajectory and self-perception of writing ability in graduate students. A comprehensive analysis of the data was carried out based on the theoreticalmethodological assumptions and categories of historical-dialectical materialism and socio-historical psychology. The study points out medicalizing experiences producing suffering and situations of exclusion. Elaborations made by the subjects in the face of the identification of problems, difficulties, anxieties, stories and hopes in common stand out. This research shows that, in collective settings, students welcome difference and, when telling their story aloud, or listening to a story that belongs to a colleague, but which brings fragments of something that brings them together, they engage in seeking possibilities of overcoming difficulties, constituting new meanings for their school history and the production of a powerful and scientific writing. We emphasize the need to broaden the discussion and implementation of educational activities that aim to recognize and legitimize the complex process of production of academic writing, subsidizing and strengthening intervention actions at the individual and collective levels |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-07-04T15:50:11Z |
dc.date.available.fl_str_mv |
2022-07-04T15:50:11Z |
dc.date.issued.fl_str_mv |
2022-05-10 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Nery, Jaqueline Lima da Silva. A escrita acadêmica nas vivências escolares: potencialidades e dificuldade. 2022. Dissertação (Mestrado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação da Pontifícia Universidade Católica de São Paulo, São Paulo, 2022. |
dc.identifier.uri.fl_str_mv |
https://repositorio.pucsp.br/jspui/handle/handle/26493 |
identifier_str_mv |
Nery, Jaqueline Lima da Silva. A escrita acadêmica nas vivências escolares: potencialidades e dificuldade. 2022. Dissertação (Mestrado em Educação: Psicologia da Educação) - Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação da Pontifícia Universidade Católica de São Paulo, São Paulo, 2022. |
url |
https://repositorio.pucsp.br/jspui/handle/handle/26493 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
dc.publisher.program.fl_str_mv |
Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação |
dc.publisher.initials.fl_str_mv |
PUC-SP |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Educação |
publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da PUC_SP instname:Pontifícia Universidade Católica de São Paulo (PUC-SP) instacron:PUC_SP |
instname_str |
Pontifícia Universidade Católica de São Paulo (PUC-SP) |
instacron_str |
PUC_SP |
institution |
PUC_SP |
reponame_str |
Biblioteca Digital de Teses e Dissertações da PUC_SP |
collection |
Biblioteca Digital de Teses e Dissertações da PUC_SP |
bitstream.url.fl_str_mv |
https://repositorio.pucsp.br/xmlui/bitstream/handle/26493/1/Jaqueline%20Lima%20da%20Silva%20Nery.pdf https://repositorio.pucsp.br/xmlui/bitstream/handle/26493/2/Jaqueline%20Lima%20da%20Silva%20Nery.pdf.txt https://repositorio.pucsp.br/xmlui/bitstream/handle/26493/3/Jaqueline%20Lima%20da%20Silva%20Nery.pdf.jpg |
bitstream.checksum.fl_str_mv |
a66b96ffac928d603f400b3b787b82ba bb33eeed4dfa2bb717f2ec4bcfff9f5c 8dc20db9def40b86250e9ffcf6ca165c |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP) |
repository.mail.fl_str_mv |
bngkatende@pucsp.br||rapassi@pucsp.br |
_version_ |
1809277772377358336 |