Academic writing in technical education integrated to high school: negotiations around the writing of a Term Paper

• Autor(a) principal: Petermann, Rafael
• Data de Publicação: 2020
• Outros Autores: Jung, Neiva Maria
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Fórum Linguístico
• Texto Completo: https://periodicos.ufsc.br/index.php/forum/article/view/67912

In this paper we aim to discuss how participants, advisor and student, jointly build understandings about what counts as academic writing during an orientation session, and how these understandings are developed by the student in writing a term paper. The theoretical-methodological approach adopted are the assumptions of linguistic ethnography (RAMPTON; MAYBIN; ROBERTS, 2014; GARCEZ, SCHULZ, 2015), understanding ethnography as theorization (LILLIS, 2008), studies of Academic Literacies (LILLIS; SCOTT, 2007; LEA; STREET, 2014) and the dialogism of the Bakhtin Circle (BAKHTIN, 2016; VOLOCHINOV, 2017). As a result, we recognize that the student brings school writing standards to write his term paper and the negotiation with the advisor leads him to gradually recognize what counts as writing in this literacy practice that involves research. Negotiations about what counts as legitimate for a term paper are also determined by the socio-historical positions that language subjects mutually attribute and by the dialogue established with different interlocutors (advisor, possible reader, academy).