ALFABETIZAÇÃO ACADÊMICA E CIENTÍFICA NO CURSO DE LETRAS: ANÁLISE DOS RELATÓRIOS FINAIS DE INICIAÇÃO CIENTÍFICA.

Abstract

Anchored in the inseparability of the tripod teaching, research and extension, the Brazilian public university has scientific knowledge as one of the main characteristics. Thus, all the activities that circulate in this environment, in the most diverse areas, require their agents to master a series of conventions that particularize this academic-scientific profile. In this perspective, genres and academic writing have repercussions on these dimensions and need to follow the guidelines inherent in this context. If, on the one hand, we have teachers who are already familiar with these practices, on the other, we have students who have graduated from basic education who do not master these conventions and need to learn to produce texts with this scientific content. Thinking about it and motivated by my participation in the Institutional Program of Scientific Initiation Scholarships (PIBIC), this work has as general objective to reflect on the process of academic-scientific literacy in the context of the Letters course, from the analysis of the methodological section of final reports of scientific initiation in the areas of Linguistics and Literature. In specific lines, we aim to point out which methodological elements are contemplated in the reports of these areas; to analyze the similarities and distinctions in the procedures of the two areas; to reflect what can be undertaken in the context of scientific initiation and graduation in Letters to favor the process of academic-scientific literacy. Our theoretical approach directs to reflections on education and scientific literacy, in the conceptions of Chassot (2003), Santos (2007) e Motta-Roth (2011) and also for considerations about the profile of academic writing, in the reflections of Carlino (2013, 2017), Navarro (2018), Koch e Elias (2010) e Hyland (2004). In addition to these, we also have Sociodiscursive

Interactionism (ISD) which bases us on a theoretical-methodological and qualitative- interpretative perspective of text analysis (BRONCKART, 1999). The results indicate that the

scholarship holders in these areas have difficulty contemplating technical elements of a research (objectives, approach, procedures) in the methodological section of the reports. As for the distinctions and similarities between the two areas, we note that they follow the same pattern in the elaboration of the methodology, which may be justified by integrating the same large area of knowledge of CNPq (Linguistics, Letters and Arts). Finally, in relation to what can be undertaken in the context of graduation and PIBIC to favor the process of academic-scientific literacy, we believe that incorporating these elements into the disciplines of the course would be the first step.