Prática de pesquisa no ensino superior como procedimento epistêmico e argumentativo

Abstract

The practice of research in higher education requires learning how to write texts of academic genres from projects that lead the student to feel part of the academic fabric and its complex process of teaching and learning, and not merely reproducer of many textual genres From the understanding that the university student needs, since his entry into higher education, to be led to produce the main academic genres, this article aims to report a literacy project carried out at the Federal University XX, in 2017 and 2018, and to reflect on the learning of writing as an instigating activity of critical thinking. For this, the text is organized in two moments: first, the literacy project carried out is described and then academic texts resulting from that project are analyzed, in the light of studies on argumentation (TOULMIN, 2001; GOVIER, 2010; PLANTIN, 2016; PERELMAN and OLBRECHTS-TYTECA, 2008, among others), with interpretative qualitative methodology. The results of this work have shown that the insertion of thought-provoking, investigative and interdisciplinary pedagogical practices in the teaching-learning process of academic writing, in the early years of university students, allows newcomers to redefine the learning of writing, which, in addition to The social circulation provided by the proposed activity also instigates critical thinking, especially since the theories they study are confronted with empirical objects.