Learning to read to write: the abstract genre and academic literacy

Abstract

This study focuses on a pedagogical activity centered on a critical-analytical reading of scientific abstracts produced in the program area of Portuguese language studies, embedded in the teaching-learning process of academic reading and writing practices.  Although we believe that these practices are related, for analytical purposes, we paid special attention to reading activities, developed in a literacy project (KLEIMAN, 2000). Theoretically, the work is based on the contributions of academic literacy studies (HYLAND, 2004; CARLINO, 2003; LEA; STREET, 2006; MARINHO, 2011) and on approaches to textual genres affiliated to the new rhetoric (BAZERMAN, 2005; 2006; MILLER, 1984). Methodologically, the research is qualitative of a critical ethnographic nature (THOMAS, 1993). The analysis centers on data generated in seminars developed in the discipline Linguistics IV (Program of Letters/UFRN), grounded in the perspective of the ethnography of writing (DEVITT; REIFF; BAWARSHI, 2004). The study points to the possibilities of promoting access and mastery of academic genres, highlighting the relevance of an ethnographic approach in the teaching-learning of reading and writing practices through the curriculum (WAC).