O lugar da pesquisa na formação escolar e acadêmica em memoriais de pós-graduandos

Abstract

The present work aimed to analyze the impact of research on the school and academic formation of students linked to the Postgraduate Program in Linguistics (PROLING) and the Postgraduate Program in Literature (PPGL) of the UFPB, at the masters and PhD levels, and their representations about scientific formation, particularly in undergraduate studies, through the analysis of the textual genre Memorial. The theoretical-methodological assumptions are based on Sociodiscursive Interactionism (ISD) (BRONCKART, 1999, 2006), since, as Bronckart (2006, p. 10) argues, ISD aims to demonstrate that the located linguistics practices, as well as the discourse texts are instruments of human development. In this case, we believe that the language actions are effected through the texts and materialized in writing. Furthermore, we also work with Severino (2007); Bortoni-Ricardo (2008); Moita Lopes (2006, 2009); Bazerman (2009); Motta-Roth and Hendges (2010); Bagno (2014); Demo (2006, 2015), among others. Our research has an exploratory and qualitative-interpretative character and falls within the scope of Applied Linguistics (LA). For the proposed study, we initially applied a questionnaire with ten (10) collaborators from the various research lines of the two programs; in a second moment, we requested the written production of the textual genre Memorial of formation, so that through the writing of this genre, the student could expose their experience and involvement with literacy practices during the school formation and, more intensely, in the graduation. Then, we recorded interviews with the students, in order to complement the information regarding the two moments, i.e., the questionnaire and memorial genre. The results pointed out that the practice of research in school environments and, especially, academic ones, allowed the students, who participated in research activities in the school and, more intensely at the university, to construct an authorial stance, as well as the amplification of the various literacies during the formative scientificacademic process. On the other hand, we noticed that students, who did not experience such activities, demonstrated difficulties with the practice of research, especially with academic writing, during the training process in undergraduate and graduate levels. We conclude that the positive impacts of the research on the academic formation of students who participated in projects and disciplines, which could exercise autonomy and thus develop literacy in the early stages of their academic formation, are perceptible.