Writing in higher education: an analysis of teaching objects and approaches foreseen in undergraduate courses

Abstract

In this work, which integrates a broader research on the teaching of writing in academic contexts, aims to (1) identify teaching objects foreseen in menus and contents of course plans of subjects directed to the teaching of writing, offered in different courses of a Brazilian federal university, and (2) to identify which approach (es) to writing teaching is (are) underlying the indication of these teaching objects. Methodologically, it is based on the propositions of the interpretative paradigm, being classified as a qualitative, documentary-based research whose corpus consists of 41 course plans of undergraduate courses, taught in varied courses, of the referred institution. The results, based on the methodology of content analysis, point to a diversity of teaching objects contemplated in the analyzed plans. It is anticipated that academic writing will be focused from different dimensions that contemplate from the most microstructural part (cultured norm and normatization) to the most macro-structural part (textuality and discursive genres). The approaches to academic socialization and study skills (LEA; STREET, 1998) seem to be embased the indications of these teaching objects. However, the first approach predominates in the analyzed data, suggesting the professors’ interest in focusing, in writing classes, academic and/or professional discursive genres. Working with these genres can result in familiarizing students with the discourses and practices that circulate in and to the academy. It is concluded that it is fundamental to teach explicitly, in higher education, academic and professional writing, since they are social practices, situated and of continuous learning.