A (des) construção dos processos de leitura e escrita de acadêmicos em cursos de Engenharia Agronômica e de Produção

Abstract

This study aimed to analyze under what conditions the written productions produced by students of the area of Production and Agronomic Engineering acquire the status of production of knowledge about the object of writing. To achieve our goal, we guided our specific objectives, which were our categories of analysis, which describe the textual-discursive operations carried out by students to construct the object of writing; we identify the voice of the other, which comes through the readings made during the course, incorporated into written productions; and show the rhetorical moves used by students for the construction of knowledge. The corpus consisted of three sets of different discursive genres productions, inserted in the same discourse domain, academic writing, production of which: two RAP of agricultural engineering; two TTC production engineering; and a TCC of agricultural engineering. The research is characterized as qualitative and indicative, based on Esteban (2010) and Guinzburg (1996). The theoretical anchorage is based on Bakhtin (2003-2004), Geraldi (1997; 2013), Grigoletto (2011), Barzotto (2016), Fabiano (2014), Motha Roch and Hendges, Machado (2011); Severino (2008, 2013), Loder (2009), Bazzo and Pereira (2009), Netto and Tavares (2006), Cavallet (1999), among others. The question that we propose to answer is: to what extent do written academic productions of the students, of the courses of Production and Agronomic Engineering from teaching practices, acquire the status of knowledge production? Written academic productions (RAP1 and RAP2) did not acquire the status of knowledge production, due to the high incidence of appropriation of the speech of the other, of the strategies in differentiating the author’s speeches in order not to credit him. The non-articulation of theoretical and practical knowledge. The written productions TTC evidenced subjects who had a reasonable articulation of writing, but who possibly did not acquire the status of production of the knowledge, since they brought to the text indications of affirmations coming from unfounded common sense beliefs, and did not promote a dialogue with the presented theory. The academic writing production TCC, acquires the knowledge status, when proposing in its study an experimental research, which was done directly in the wheat planting, to investigate the incidence of blast, from the presentation of the data, although succinct, characteristic of that type of production in this area of knowledge, , it was possible to identify something of knowledge production through writing.it was possible to identify something of knowledge production through writing.