Escrita acadêmica na escrita reflexiva profissional: citações de literatura científica em relatórios de estágio supervisionado

Abstract

In this paper we investigate citation practices of scientific literature in reflexive writing from the genre of supervised pre-service training report produced by pre-service teachers enrolled in the mandatory pre-service training subject of English Language Teaching, at an undergraduate language teaching course. The aim of this research is to analyze how these pre-services teacher represent themselves based on citation practices of scientific literature, and characterize some of the functions deployed by the citations in the reflexive writing emerging in the academic sphere. We use the dialogic approach to language from Bakhtinian studies as a theoretical base, as well as theoretical and methodological contributions regarding types of sequences and of discourse proposed by Adam and Bronckart. The results of this research show that the practice of citation of scientific literature is an invocation of authority as a form of erudition, amplification and ornamentation of the discourse produced. This practice can also guide pedagogical action developed by pre-service teachers in their supervised training. KEYWORDS: Foreign language teaching; Genre; Scientific discourse RESUMO

What is an Internship Report? Contributions to the Construction of its Meaning

“…Furthermore, it is necessary to consider the existence, which always occurs in practice, of some flexibility by both students and supervisors within the same training normative framework. Often, even within the same scientific area and within the same institution, internship reports are (too) different in structure and purposes (Melo et al, 2013;. Sometimes, they may even, to some extent, be confused with a sheer description of the work carried out (Oliveira and Trivelato, 2013) or with the presentation of elements that are characteristic of a scientific research work tout court (Melo et al, 2013) which can undermine the student"s confidence in his/her training.…”

“…As Melo et al (2013) advocate, in the scope of the internship reports of the professionalising teacher training, "In the internship reports, it is expected that the dialogues of the students-master established with other authors (other voices), with various theoretical approaches, are starting points for their fruitful reflections and the strengthening of their statements and conclusions, and they may contribute to orienting the critical view about the pedagogical practice experienced, in the context of formal instruction in basic education. The speeches cited cannot silence the voices of the students-master; otherwise, the function of reflective writing will be lost" (p. 106).…”

Memórias Sobre O Sentido Da Escola Brasileira

“…Ademais, o conhecimento dos gêneros textuais acadêmicos, no que se refere às suas características estruturais, discursivas, pragmáticas e retóricas é um dos meios que instrumentalizam os licenciandos para a prática da pesquisa, reflexão crítica e formação como um professor/pesquisador (MELO ,et al, 2013), visando um processo 132 formativo que supere o formalismo matemático em excesso indo ao encontro de uma perspectiva de letramento do professor de forma contextualizada e reflexiva. Para isso é necessário que sejam repensados os currículos dos cursos da área de ciências com vista a refletir sobre a concepção de ciência, linguagem e consequentemente o perfil docente predominante nesses espaços, a fim de atender as demandas contemporâneas para a formação de licenciados.…”

Literatura (D)e (Des)motivação: Representações Sobre O "Bom Professor" Em Relatórios De Estágio Supervisionado

“…Cabe mencionar que a literatura de motivação investigada neste estudo é predominantemente sustentada pelo discurso da autoajuda, o qual pode ser compreendido como um discurso que faz ressoar efeitos de sentido de verdade, de totalização, de esperança, de encorajamento etc, ao apresentar verdades inquestionáveis e oferecer receitas e soluções atraentes para problemas, não discutindo, todavia, suas causas (BRUNELLI, 2004;SOBRAL, 2006;MELO, 2008;SILVA e MELO 2010b). Vale ressaltar que nosso posicionamento é o de que, assim como o discurso da autoajuda não se restringe à literatura de autoajuda, podendo, pois, configurar-se em gêneros diversos, tampouco esta se limita àquele.…”