The writing in undergraduate in modern languages: challenges and representations

This paper aims at exploring the representation of writing highlighted in the undergraduate in modern languages according to the social representations phenomenon developed by Moscovicci ([1961] 2013) and its contributors (SPINK, 1995; JOVCHELOVITCH; GUARESCHI, 1994). It was used a qualitative basis methodology, which follows the procedures of the experiential research (cf. MICCOLI, 2014) and of the exploratory research (cf. MOREIRA; CALEFFE, 2008). For data collection it was applied a questionnaire and three reflective sessions with undergraduate students from three higher education institutions in the state of Paraíba, Brazil. The corpus is composed by a set of testimonials from students registered among the third, fifth, sixth, seventh and ninth semesters. The results of the student’s testimonials show an incidence of the representation of the academic writing as a way of insertion into the literacy practices required during the course. These results are constituted by three evidences: based academic writing; oriented academic writing and standardized academic writing. This representation of writing contributes to an academic education and to the professional identity of the undergraduate in modern languages student.

Abstract licence: CC BY-NC-SA

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