O gênero ensaio acadêmico-científico em periódicos Qualis Capes A1 da área de Letras

• Ano de defesa: 2025
• Autor(a) principal: Monteiro, Maria Clara Batista
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Linguística; Programa de Pós-Graduação em Linguística; UFPB
• Palavras-chave em Português: Ensaio acadêmico-científico; Interacionismo sociodiscursivo; Periódicos científicos; Modelo didático do gênero; Academic/scientific essay; Socio-discursive Interactionism; Academic journal; Didactic model of the genre; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/37272

The academic/scientific essay is a genre that remains relatively underexplored within the field of Brazilian Applied Linguistics. Furthermore, most existing studies focus on the analysis of essays produced within teaching-learning contexts, where the social roles assumed by the author-reader relationship do not extend beyond the boundaries of the student-teacher dynamic. In this context, the present dissertation aims to characterize the essay genre as published in Qualis Capes A1 journals in the fields of Linguistics and Literature. This main objective unfolds into four specific goals: (i) to describe the parameters of the production context of academic essays in top-tier Brazilian journals in the fields of Linguistics and Literature; (ii) to reflect on the specificities and similarities between essays in Linguistics and those in Literature; (iii) to analyze the internal architecture of these academic essays, with regard to their general textual infrastructure, textualization mechanisms, and enunciative mechanisms; and (iv) to identify the teachable dimensions of the genre and, based on them, propose a Didactic Model of the Genre. To conclude, the study is grounded in the theoretical framework of Socio-Discursive Interactionism (Bronckart, 2023; Bronckart, 2006) and in academic literacy studies (Lousada & Dezutter, 2023). This qualitative-interpretative research, situated within the scope of Applied Linguistics (AL), analyzed a corpus of four (4) academic scientific essays, alongside the Author Guidelines of the journals in which they were published. The analysis of the production context parameters led us to identify the essay as a clandestine genre, since, in most cases, it is not explicitly included in the journals’ author guidelines, even when widely published. Regarding internal architecture, we found that the particularities of the disciplinary culture are manifested at all three levels of textual layering, revealing a kaleidoscopic dimension of the genre (Pereira, Basílio, Leitão, 2017), given its multiple contours. Finally, we propose the Didactic Model of the academic-scientific essay genre, designed to be adapted by university professors at both undergraduate and graduate levels in the development of Didactic Sequences.