A relação de estudantes de graduação com a escrita do gênero monografia

• Ano de defesa: 2024
• Autor(a) principal: Madureiro, Maria do Carmo Carvalho
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Relação com o saber; Escrita acadêmica; Gênero monografia; Relationship with knowledge; Academic writing; Monograph genre; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufc.br/handle/riufc/78987

Teaching and research at the university are mediated by texts of various genres. Mastery of academic literacy by university students is an essential condition for belonging and identity building within this environment. Admission to undergraduate courses marks the beginning of a complex learning process related to the academic community’s own knowledge. The culmination of this trajectory is the undergraduate thesis (TCC, in its abbreviation in Portuguese). In this work, I analyze the relationship between individuals and the writing of their monograph as TCC, through qualitative research, guided by the theoretical foundations of “relationship with knowledge” approach by Charlot (2000). Empirical data were elaborated through knowledge assessments and interviews with students completing an undergraduate course in Pedagogy at a public university. The data was studied through Discursive Textual Analysis (Moraes; Galiazzi, 2016) and the construction of Ideal Types (Charlot, 2000) of relationships with writing skills, which represent the main trends in how students build this relationship. I identify the following ideal types: writing appropriation, identification with writing and writing imperative. Next, I associate these dominant types or tendencies in students’ relationships with writing to the epistemic, identity and social dimensions. In this way, the subjective elaboration of ideal types was elaborated by identifying the motives, representations and meanings demonstrated by the students when relating to the writing of their monographs and I found the predominance of writing as an object of learning and, to a lesser extent, the imperative ideal type of writing.