Letramentos acadêmicos e participação periférica legítima em uma comunidade de prática de robótica

• Ano de defesa: 2018
• Autor(a) principal: Selbach, Helena Vitalina
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Letras; UFSM; Programa de Pós-Graduação em Letras; Centro de Artes e Letras
• Palavras-chave em Português: Letramentos acadêmicos; Robótica; Comunidade de prática; Academic literacies; Robotics; Community of practice; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://repositorio.ufsm.br/handle/1/15274

Situated within the realm of Applied Linguistics and supported by the interdisciplinary perspective of Critical Genre Analysis (MEURER, 2002; MOTTA-ROTH, 2005), this qualitative research of interpretative perspective and ethnographic orientation (ERICKSON, 1990) investigates the discourses of participants of a Community of Practice (CoP) of Robotics at a university of Southern Brazil about its academic literacy practices. Linked to the project “Letramento acadêmico/científico e participação periférica legítima na produção de conhecimento” (MOTTA-ROTH, 2013), which seeks to build knowledge about academic literacies from the observation of knowledge production practices in situated communities, this study aims to analyze the discourse of participants of a Robotics CoP on the role of academic literacy practices in their professional training and in the constitution and maintenance of the CoP itself. To carry out this analysis, we describe the system of activities and the system of genre that constitute these activities. Our data are composed of notes and field diaries, audios transcribed from meetings and their respective registers, answers to questionnaires and interviews with the student participants. We argue that written textual production is constitutive of the system of activities despite the naturalized discourse of its participants indicating that the CoP is essentially focused on practical knowledge, dissociated from theoretical elaboration, research and writing processes.