Leitura de textos acadêmicos: um exercício de busca do óbvio

Abstract

Abstract: Based on the exercise of reading two fragments of academic texts about language teaching, I discuss how subjects are establishing a relationship with knowledge in contemporary higher education. The analyses seek to undo some linguistic games that cover up weaknesses in the research reported in the texts, without, however, failing to state them, creating a naturalization effect that invites the reader to accept them as part of academic writing itself. These exercises are based on data from the project “Reading and writing in Brazil, Honduras, Angola and Chile: contemporary university education and (re)production of knowledge” (CNPq 427044/2018-9) and illustrate the analytical treatment given to texts within the scope of this investigation. From a theoretical point of view, the exercises are based on a discursive perspective of language and deal with two concepts, that of “linguistic alienation” (ROSSI-LANDI, 1984) and that of “epistemological obstacles” (BACHELARD, 1996). By approaching these concepts, we seek to show how texts are set up to legitimize the presentation of repetition as production, inflating their “exchange value” in relation to their “use value” and allowing the maintenance of “pre-scientific ways of thinking ” within the academic discourse.