Produção textual escrita em contexto acadêmico: as sequências textuais como fundamento teórico e metodológico para as práticas de letramento

Abstract

We aim to discuss the contributions of textual linguistics to literacy practices in undergraduate courses, especially in the domain of the State University of Paraná (UNESPAR). The proposal is that Text Linguistics, by contemplating the study of textual genres and textual sequences, contributes in a didactic-methodological – and theoretical – way to the work of written textual production. We started from a thorough analysis, already carried out in previous research, of the Portuguese language course syllabuses of the UNESPAR degree courses. This analysis is part of a larger project, entitled Ações de Didatização de Gêneros em prol de Letramentos Acadêmicos, coordinated by Prof.ª Cristóvão (UEL). Here, we present part of the results of this research, suggesting a proposal for the implementation of the practice of writing, which translates into the performance of a meticulous work on the textual sequences. We assume that working with textual sequences, paying attention to the macro-propositions that constitute them, represents a methodological strategy for the teaching and practice of different academic textual genres. For that, we start from the conception of textual genres, by Marcuschi (2008) and Cavalcante et al (2022); the study of textual sequences, by Adam (2008/2019), the discussions on academic literacy, proposed by Cristóvão and Vieira (2016).