O caráter não generalizante da escrita acadêmica: reflexões a partir da experiência singular

Abstract

This paper conceives academic writing as a result of unique experiences in dealing with language practices. It problematizes the idea of ​​academic writing enclosed in its own context and proposes to add extra-academic factors to understand how researchers in training build and reference their conceptions of language education, text and authorship. This work is theoretically based on Academic Literacies (LEA; STREET, 1998; FISCHER, 2006; CHOIS; JARAMILLO, 2016; BAZERMAN et al, 2017) and moves its orientation towards the graduate studies context. In practical terms, it analyzes the interview with a master's student, which is part of AUTOR’s research data, based on the indiciary paradigm (GINZBURG, 1986), extracting from her responses reflections on how the academic text is linked to multiple contexts and axiological positions that constitute this type of writing. The results aim to deconstruct a paradigmatic view of academic writing, based on a single format of text and authorship, and propose notes that contribute to a critic formation of young researchers.