Escrita acadêmica nas áreas da linguística e enfermagem: um estudo dos relatórios finais de iniciação científica

• Ano de defesa: 2020
• Autor(a) principal: Melo, Geisiane Nunes de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Linguística; Programa de Pós-Graduação em Linguística; UFPB
• Palavras-chave em Português: Linguística; Enfermagem; Relatório final de iniciação científica; Interacionismo sociodiscursivo; Cultura disciplinar; Linguistics; Nursing; Final scientific initiation report; Sociodiscursive interactionism; Disciplinary culture; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/18101

Given the current scarcity of researches that analyze the Institution of Scientific Initiation Scholarships - PIBIC Research Report, from the perspective of Sociodiscursive Interactionism - ISD and the influence of Disciplinary Culture, we consider it necessary to investigate the sections Abstracts and Introductions of the Final Scientific Initiation Reports (RFIC) reports of PIBIC / UFPB grantees, areas of Linguistics and Nursing from the point of view of its textual-discursive materiality and its connections with the culture of each area. In order to reach the proposed objective, we chose as the category of analysis the production parameters, the infrastructure (general plan and types of speeches) and the influence of the disciplinary culture in the construction of the texts. Thus, for the development of this qualitative research of an interpretative nature and exploratory objectives, which uses a documentary corpus, we have the collaboration of the Coordination of the RFIC (PROPESQ / UFPB), which provided archives, containing final reports of scientific research. Of these, we selected 20 reports, 10 from the Nursing area and 10 from the Linguistics area. To support the analysis, we rely on the theoretical-methodological perspective of the ISD, which bases its theoretical contribution on two axes: human development and the social of the formative activities (BRONCKART, 1999, 2006, 2009), with a special focus on text infrastructure and in the discursive worlds. In this paper, we present the results of the literature on the literature of the literature (LeChuan, 2007), Leurão (2007), when discussing the importance of academic genres in the training of students. Hyland (2000), Navarro (2014) and Costa (2012), who discuss the concept of disciplinary culture and the influence on the various written productions, Pires (2015), Massi and Queiroz (2015) that discuss Scientific Initiation and PIBIC. The discussion carried out throughout the work, from the point of view of infrastructure, points out reports with some singularities, however, most of them include all the items requested by the Program to prepare a research report. In general, in the analyzed sections of the RFIC, both in Nursing and in Linguistics, the predominance of the type of theoretical speeches with the fitting of the interactive report prevails (world of exposing and narrating) prevails. Even though it is a single genre and with the same purpose, the disciplinary culture permeates the writing of these agents, evidenced by the thematic content, use of specific terminologies in the area and structural norms of the productions. In Nursing, the agents follow a stricter orientation, as much as the rules established by PROPESQ, as to the rules of the Brazilian Association of Technical Standards (ABNT) and Vancouver Standards. Linguistics, on the other hand, showed themselves to be under the influence of reports proposed by ABNT and did not strictly follow the model suggested by the program. Thus, the cultures of these two disciplines differ socially and cognitively, with contrasts not only in their objects of knowledge, but in the structures of argument, objectives and social behaviors.