ACADEMIC WRITING IN THE FIELD OF EDUCATION: RHETORICAL MOVES IN INTRODUCTIONS AND CONCLUSIONS IN SCIENTIFIC PAPER

• Autor(a) principal: Pimenta, Viviane Raposo
• Data de Publicação: 2022
• Outros Autores: Brasileiro, Ada Magaly Matias, Oliveira, Adilson Ribeiro de, Raposo, Kariny Cristina Souza
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/3620
• topic: Escrita acadêmica; Movimentos retóricos; Campo disciplinar; Didática da escrita; academic writing; rethorical moves; disciplinary fields; writing didactics; escritura académica; movimientos retóricos; campo disciplinar; didáctica de la escritura.

In times of fierce neoliberal politics committed to accelerated productivism, scientific research paper is one of the forms of communication that most circulate in the academic-scientific field, an object on which many of the institutional ranking indices fall and is itself a recurring theme of studies related to the literacy studies, writing didactics and discourse studies. We found in Swales (1990) proposals that seek to articulate knowledge from different theoretical fields that can contribute to the didactics of academic writing. In this area, the main objective of this study is to understand how the scientific paper introduction and conclusion rhetorical orientation  in the area of Education is present in the compositionality, style and thematic development of this genre. This is a documentary research, whose corpus is composed of 16 papers in the Education field, with the journals being evaluated as Qualis A1, in the Capes 2013-2016 quadrennium. The results reveal the presence of the rhetorical movements pointed out by Swales, through the discursive strategies of stance and engagement (HYLAND, 2015), and contribute to the compositionality of the genre. Despite this, it is not possible to state, as described by Swales, that such movements are mandatory. It was also verified that the configurations of systematic language choices must be understood within a disciplinary field and that the text reflects the choices and limitations that act on the authors.