O gênero resumo acadêmico na formação docente inicial

Abstract

Based on the interaction and writing conceptions explored by Vygotsky (1991), Bakhtin/Volochinov (2006) and Bakhtin (2003), inside the interactionist perspective of language, and also on the discursive genres ideas (Bakhtin, 2003), in this study we aim to comprehend how the writing is consisted in the initial teacher training, having Academic Abstract as object of work and the teacher's mediation as instrument in this process. Attempting to answer the question "how academic writing in the course of initial teacher training is developed", and considering the demand for studies involving this problem, we have used the qualitative-interpretative research in which text samples of Academic Abstracts produced in Linguistic I and Reading and Writing Texts Workshop subjects by students of 1st Grade of Letters graduation course in 2009, at UEM, were analyzed. With the analyzes, carried out after the mediation process, we intended to observe how the Academic Abstract is organized, pointing out its characteristics and investigating how the mediation affects the production of this text. The results show that the Academic Abstract, rarely taught at school, was appropriated by the students in different levels, according to each one's development of writing and the characteristics of the genre present in the productions. Besides, we could find out that mediation played a significant role in the texts writing process, because it allowed students to reflect and rewrite their abstracts, letting us to state that this instrument can be included in the academic environment as auxiliary in the writing constitution of academic genres. This study is attached to the Research Group "Interação e Escrita" (UEM/CNPq-www.escrita.uem.br) and to the research project "Manifestations of writing constitution in teacher training", of Universidade Estadual de Maringá.