A compreensão do letramento científico a partir da análise de TCC do campo jurídico

• Ano de defesa: 2017
• Autor(a) principal: Barros, Webert Cavalcanti
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Linguística e ensino; Mestrado Profissional em Linguística; UFPB
• Palavras-chave em Português: Direito e Linguística; Letramento científico; Escrita acadêmica; TCC; Law and Linguistics; Scientific literacy; Academic writing; Monographs as final papers; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/12036

The comprehension of the academic writing has become an urgent need, in view of the development of scientific literacy in the university context. This understanding is part of a set of metascientific practices focused on access to knowledge in different fields of knowledge. In the legal field, it is necessary to comprehend the limits between legal practice and what is considered as doing research in this field. Then, in this thesis, a profitable interface involving Law and Linguistics is advocated, based on the analysis of monographs as Course Completion Works (CCW) prepared by undergraduates from the Law Course of the Center of Legal Sciences (CCJ) at the Federal University of Paraíba (UFPB), once Linguistics can give a more specialized look about the referred academic genre, which can be configured in a difficult task, especially for those who have not had the opportunity to experience research practices or scientific literacy. The present research, carried out in the scope of Applied Linguistics, is characterized by having a qualitative approach, with a documentary basis and interpretative nature, aiming to analyze prescriptive, interdisciplinary and methodological aspects and the enunciative positions involved in this academic writing. In this interface, one tries to answer the following research questions: 1) How scientific literacy is characterized from the analysis of Course Completion Works – CCW elaborated by law graduates, taking into account the prescriptive requirements for their elaboration, the interdisciplinary aspects, the methodologies used in the construction of legal knowledge and the enunciative positioning evidenced in CCW?; 2) What is the influence of the legal field (its way of interrelating knowledge, its methodologies, and ways of positioning enunciatively) in the legal monographs?; and 3) To what extent do these positionings embodied in the textual-discursive materiality (especially of the thematic content) of monographic genre show autonomy, in terms of authorship of law students, in relation to the symbolic capital (beliefs, values, theoretical / dogmatic knowledge, jurisprudence, laws) already constituted in this field? The research is anchored in the theoretical and / or methodological considerations of authors such as Kleiman (2005-2010), Moita Lopes (2006), Chassot (2003), Santos (2008), Hyland (2013[2000]), Gustin e Dias (2010), Ferraz Junior (2003[1988]), Reale (2002), Passos (2001), Habermas (2012[1981]), Bronckart (1999), Bakhtin (2003[1979]), Volochínov (2010[1929]), Street (2003), Lillis (1999), Motta-Roth and Hendges (2011), Medeiros (2012), Henriques e Medeiros (2014), Almeida (2006), Salomon (2004[1971]), Pereira (2016), Barros e Lemos (in press), among others. One comprehends that legal field has a peculiar way of doing science, essentially directed towards the legal practice. This field also tends to influence the academic writing, sometimes evidenced from the orientations directed to the elaboration of legal monographs, the interdisciplinary aspect inherent in this field and also the methodological aspects that guide the research actions materialized in the CCW. On the other hand, the enunciative positioning about the thematic contents addressed in this academic work demonstrates, through the way in which students come to articulate different evaluations (social – ontological and / or pragmatic, objective and subjective ones), an undeniable space of argumentative movements that influence the change / transformation of the same field in which these students are inserted, by the possibility of reorientation of the practices of other students. Therefore, the elaboration of CCW, and more precisely this “putting itself” in academic writing, tends to serve for the development of scientific literacy as well as legal literacy, thus providing the development of the field, in this case, at undergraduate level.